Corrective Feedback Research Articles

Exploring the Effects of Written Corrective Feedback Types on Grammatical Accuracy in L2 Writing: Evidence From Ethiopian High School Students

Although, written corrective feedback (hereafter referred to as CF) is applauded in many writing courses for fostering students’ quality writing, its impact on grammatical accuracy in L2 students’ writing remains a debated topic. Thus, this study looked into the effect of CF types on L2 students’ grammatical accuracy in writing. To achieve this objective, the design of this study was quasi-experiment. During the intervention of the study three groups: two experimental groups and one control group were participated with a total of 150 students. Over the intervention of 8 weeks, the students received pretest, immediate post-test and a delayed post-test was given. The data collected through the writing tests was analyzed using one-way ANOVA and Scheffe post hoc tests. The findings indicated that although CF types have positive effects during the immediate posttest scores, they did not have any positive effect on L2 students’ grammatical accuracy in writing context in the delayed posttest scores. This implies that CF alone is not sufficient for improving the grammatical accuracy of high school students in Ethiopia. Although the CF literature discussed its importance in the language acquisition, teachers are advised to focus on students’ additional exposures in writing accuracy rather than grammatical correction in their writing classes and use longer treatment to allow language learners’ engagement with the CF types provided.

The Effect of a Program Based on Oral Corrective Feedback on Improving Secondary Stage Students' English language Speaking

The Effect of a Program Based on Oral Corrective Feedback on Improving Secondary Stage Students' English language Speaking

Power System Planning Based on Cost Correction with High-Penetration of Renewable Energy

Abstract The growing prevalence of renewable energy has led to a greater impact on power grid planning due to the inherent indeterminacy and variability in renewable energy output. The establishment of a power grid planning system that can effectively accommodate large-scale renewable energy generation holds significant practical importance. Given the vast magnitude of optimization decision-making, the number of scenes and time granularity in the planning model are limited, and its cost data cannot reflect the impact of considering renewable energy with high penetration, resulting in inaccurate planning scheme. Then some conditions after operation simulation may exceed the planning expectation or cost a lot. Based on the problems, this paper proposes a planning-oriented cost model parameter feedback correction method based on the planning scheme simulation data. The planning scheme is simulated to get simulation data, which is subsequently used to compute more precise setup parameters. According to these parameters, a more accurate planning scheme is obtained. Finally, combined with an example, the simulation results of the conventional power grid planning model and the planning model with cost correction are compared, and the rationality and effectiveness of the proposed method are verified.

Exploring the Use of ChatGPT as a Tool for Written Corrective Feedback in an EFL Classroom

Exploring the Use of ChatGPT as a Tool for Written Corrective Feedback in an EFL Classroom

EXAMINING STUDENTS’ ORAL CORRECTIVE FEEDBACK PREFERENCES FOR IMPROVING SPEAKING PROFICIENCY

This article examined the fundamental OFC types that students prefer for oral corrective feedback to improve their speaking ability in speaking class. It aims to give a clearer understanding of beliefs alignment between teachers and students, thus enabling them to choose appropriate OCF techniques that will enhance students’ performance. This study also contributes to the comprehension of OCF use in the educational context of Indonesia which is aimed at evidencing data-based learning. This research was carried out at Universitas Negeri Malang specifically in the Department of English and used descriptive quantitative design through surveys where respondents were 116. The instrument of this study was a questionnaire. The result indicates that when providing OCF, student emotions and preferences should be considered since these directly affect both the kind of feedback to be given and its effectiveness. In terms of the “delivery” of the feedback, students prefer metalinguistic and recast feedback types. However, there are some discrepancies in terms of their perceived effectiveness among students. Notably, metalinguistic, repetition, as well as recast OCF types, proved most advantageous concerning proficiency development. Furthermore, indirect OCF is more favored than direct administration timing. This research implies that metalinguistic, repetition, and recast feedback are types of OCF that are suitable for use in speaking classes with the aim of improving speaking performance. Since this research has not provided a data-based explanation of how students' preferred OCF helps improve their performance, future research is expected to conduct an in-depth exploration of its successful use.

Using learner corpus data for grammatical accuracy development in written productions

Abstract This study investigates the differential effect of various noticing activities on grammatical accuracy development in EFL learners’ written productions. We focus on different types of noticing activities based on an error-tagged learner corpus and report on effective practical experiments involving learner corpus data. A pretest/posttest quasi-experimental design is used with three experimental groups (receiving different treatments) and one control group. Error frequencies, at both group and individual levels, and proportions of learners producing errors on three specific error types (articles, verb tense, verb agreement) are compared. Our results suggest that accuracy in the use of articles and verb agreement could be more easily fostered through the comparison of learner output with native data (the BNC, in our case). As for verb tenses, the impact of a more traditional form of corrective feedback seems greater while the use of online machine translation tools does not seem to foster much accuracy development.

High-robust compressive multimode fiber imaging based on observation vector feedback correction

Multimode fiber (MMF) imaging technology has promising applications in endoscopic systems, and the compressive multimode fiber imaging (CMMFI) scheme has garnered considerable attention due to its simple optical setup and fast imaging speed. However, the imaging quality of this scheme is significantly impacted by detector noise and environmental interference. This paper introduces a sampling method and reconstruction algorithm that utilizes edge detection and region growing techniques for feedback-based correction of the observation vector data acquired from the detector, aiming to reduce the interference of noise in the system. Simulation and experimental tests were conducted to validate this method, and the results underwent statistical analysis. The findings demonstrate that the proposed method improves imaging quality of the low-cost CMMFI without the need for increasing the number of samples. Moreover, it exhibits robustness against noise, further enhancing the reliability of the imaging process. Overall, this research represents a valuable contribution to the advancement of robust endoscopy based on multimode fibers.

Student Engagement with Teacher Written Corrective Feedback among Chinese Private College Students of Varying Language Proficiencies

While the efficacy of teacher written corrective feedback (WCF) has been extensively explored, a research gap exists in examining the disparities in how low-proficiency (LP) and high-proficiency (HP) students receive such feedback in second language (L2) writing. Through an analysis of five writing tasks distributed over a 16-week course, this research explored the affective, behavioral, and cognitive dimensions of student engagement with WCF. Six Chinese EFL sophomores, three designated as LP and three as HP students, were selected through purposive sampling. Data collection methods included analysis of students’ L2 writing tasks and stimulated recall sessions. The findings illustrate varying engagement patterns, highlighting LP students’ frustrations and HP students’ reflective and constructive interactions with feedback. These patterns are interpreted through the lens of sociocultural, social cognitive, student engagement, and complex dynamic systems theories, offering a multifaceted framework for understanding the influence of WCF on L2 writing proficiency. These findings also contribute to language learning pedagogy by highlighting the importance of tailored feedback strategies that address the comprehensive dimensions of student engagement to enhance the pedagogical effectiveness of WCF in fostering language proficiency and engagement in EFL settings.

The Distribution of Junior High School Students’ Language Awareness Across English Oral Proficiency and Oral Corrective Feedback Preference

Language awareness is crucial in langage learning. It entails how language is perceived and used by the students. Language awareness cannot be separated from teaching learning process since there are many interactions between teacher and students in the class including performing oral competency, learning from mistake, giving and taking oral corrective feedback. Thus, it stil uncovered yet that language awareness is really matter in junior high school. This research tried to investigate the level of language awareness of junior high school students across their oral proficiency level. The study also aims to find out whether students' level of language awareness is significantly different or not in their English oral language proficiency. In addition, the study also arried out to find out students type preference in receiving oral corrective feedback based on their language awareness level. This research is quantitative in nature. The data was collected from teacher archive in the form of students score and questionnaire. Then, the data was analyzed with the help of SPSS 20. The result showed that from 92 junior high school participant 35% of participants are in low level of language awareness; 32% in moderate level and 31% in high level. Based on the result, it can be concluded that majority of junior high school student are in low level of language awareness followed by moderate, and high. The analysis also showed that it retains the hypothesis of students’ language awareness level is similar across different English oral proficiency. Student with low, moderate, and high proficiency shows relatively similar level of language awareness level. Thus, the majority of students prefer explicit correction for oral corrective feedback type.

A further investigation regarding the efficacy of and preference for positive and corrective feedback.

Although feedback is a widely used intervention for improving performance, it is unclear what characteristics individuals prefer and what is necessary for it to be effective. The purpose of this study was to systematically extend Simonian and Brand (2022) by addressing the limitations of the study and adding a best-treatment phase. During an acquisition phase, participants received either positive, corrective, or no feedback upon task completion. Nine of 10 participants mastered the task that was associated with corrective feedback, and one participant mastered the task with no feedback. Eight participants completed a preference phase in which they were provided a choice of either positive or corrective feedback when learning to play a novel game. Half of the eight participants showed a preference for corrective feedback, and the remaining participants had mixed preferences. Overall, corrective feedback was more efficacious and more preferred than positive feedback.

Uncovering the connection: how do preservice teachers’ inquiry skills relate to practices of judgment and feedback regarding lower secondary school students’ laboratory reports?

ABSTRACT Recent studies have shown that preservice teachers often struggle to effectively implement formative assessment practices to support students’ inquiry skills development. Therefore, it is crucial to investigate factors related to the successful implementation of these practices by preservice teachers. In this study, the relation between the inquiry skill levels of preservice science teachers and the accuracy of their judgments and the quality and quantity of feedback given on lower secondary school students’ laboratory reports of different levels of achievement were examined. Therefore, 61 preservice science teachers evaluated laboratory reports and provided feedback using a rubric, after their inquiry skills were assessed with a paper-and-pencil test. The results show that preservice teachers’ inquiry skills significantly explained the variance in judgment accuracy for all reports. Additionally, the inquiry skill levels of preservice teachers were positively related to the amount of correct feedback they gave in all reports and the amount of prescriptive feedback they gave in the low-achieving report. Finally, there was a negative correlation between the inquiry skill levels of the preservice teachers and the amount of false feedback they gave in high-achieving reports. The results are discussed in terms of effective formative assessment practices in the context of inquiry skill.

Spatiotemporal-response-correlation-based model predictive control of heat conduction temperature field

In many engineering fields, controlling the transient temperature field of the heat conduction process is significant practically. For the temperature field control problem, a spatiotemporal-response-correlation-based model predictive control (STRC-MPC) method is developed. In this method, a spatiotemporal mapping eigenvector of control inputs to temperature field is determined by transient heat conduction equations. According to the correlation degree between the temporal mapping eigenvectors of different spatial points, a finite number of representative spatial points (RPs) are extracted, of which can cover the full mapping characteristic of the temperature field. Meanwhile, the predictive model of the temperature field is reduced offline to temperature predictive models of the RPs. Then, the predictive models of the RPs are applied to design a model predictive controller of the temperature field. In addition, a correlation formulation between the temperature responses of the RPs and that of the measurement points (MPs) is derived by making the control inputs as intermediate variable, and a correlation model between the predictive errors of the two kinds of points is established. Combining the correlation model and the predictive errors of the MPs, the predictive errors at the RPs are estimated and the feedback correction of the predictive model of the RPs is achieved. The STRC-MPC method is employed to control the preheating temperature field of a die casting mold by numerical simulations. The model predictive controller and the feedback correction scheme involved in the proposed control method are verified respectively.

Exploring English Students’ Perception of Lecturer’s Corrective Feedback in Writing Class

Exploring English Students’ Perception of Lecturer’s Corrective Feedback in Writing Class

Quasi-Infinite Horizon Model Predictive Control with Fixed-Time Disturbance Observer for Underactuated Surface Vessel Path Following

As a flexible, autonomous and intelligent motion platform, underactuated surface vessels (USVs) are expected to be an ideal means of transport in dangerous and complex marine environments. The success and efficiency of maritime missions performed by USVs depend on their ability to accurately follow paths and remain robust against wind and wave disturbances. To this end, this paper focuses on accurate and robust path following control for USVs under wave disturbances. Model predictive control with a quasi-infinite horizon is proposed which converts the objective function from an infinite horizon to an approximate finite horizon, providing the convergence performance in long prediction horizons and reducing the computation load explicitly. To enhance robustness against disturbances, a fixed-time disturbance observer is applied to estimate the time-varying and bounded disturbances. The estimated value is provided to the controller input to form a robust control framework with disturbance feedforward compensation and predictive control feedback correction, which is substantially different from existing works. The convergence and optimality of the proposed algorithm are presented mathematically. Finally, we demonstrate the advantages of the algorithm in both theory and simulation.

Better learning and practice with teacher corrective feedback in higher education: a lesson from Thailand

ABSTRACT This study examined how the mindsets and feedback preferences of 91 Thai undergraduate students in an English composition course influence their writing skills. Using a mixed-methods approach, the research gathered data on students’ mindsets, feedback preferences, and writing outcomes. While most students displayed a fixed mindset and were reluctant to accept feedback, qualitative results revealed they were generally positive about feedback and believed it could enhance their writing. However, no direct connection was found between their overall mindsets, feedback preferences, and writing outcomes. Yet, qualitative data suggested a positive relationship between their attitudes towards written corrective feedback (WCF) and their writing improvements. These findings suggest that teaching strategies should focus on modifying EFL students’ mindsets and attitudes towards feedback.

The effect of feedback timing on category learning and feedback processing in younger and older adults.

Corrective feedback can be received immediately after an action or with a temporal delay. Neuroimaging studies suggest that immediate and delayed feedback are processed by the striatum and medial temporal lobes (MTL), respectively. Age-related changes in the striatum and MTL may influence the efficiency of feedback-based learning in older adults. The current study leverages event-related potentials (ERPs) to evaluate age-related differences in immediate and delayed feedback processing and consequences for learning. The feedback-related negativity (FRN) captures activity in the frontostriatal circuit while the N170 is hypothesized to reflect MTL activation. 18 younger (Myears = 24.4) and 20 older (Myears = 65.5) adults completed learning tasks with immediate and delayed feedback. For each group, learning outcomes and ERP magnitudes were evaluated across timing conditions. Younger adults learned better than older adults in the immediate timing condition. This performance difference was associated with a typical FRN signature in younger but not older adults. For older adults, impaired processing of immediate feedback in the striatum may have negatively impacted learning. Conversely, learning was comparable across groups when feedback was delayed. For both groups, delayed feedback was associated with a larger magnitude N170 relative to immediate feedback, suggesting greater MTL activation. Delaying feedback may increase MTL involvement and, for older adults, improve category learning. Age-related neural changes may differentially affect MTL- and striatal-dependent learning. Future research can evaluate the locus of age-related learning differences and how feedback can be manipulated to optimize learning across the lifespan.

Investigating Students Attitudes on Oral Corrective Feedback: Small-scale Survey in Academic Speaking Class

Due to the essentiality of oral presentation, giving corrective feedback was gaining potential discussion, especially in oral language. Thus, this study investigates the attitudes of graduate students within the English department at a Central Java, Indonesia university towards teachers' oral corrective feedback (OCF) during academic speaking presentations. Utilizing quantitative descriptive survey design, a 6-item questionnaire developed by Ur (1999) was administered using probability sampling on (n=23). This research explores preferences among students regarding explicit and implicit OCF, peer criticism, and meta-linguistic feedback. Results indicate a predominant preference (73.9%) for explicit OCF, reflecting a strong tendency toward direct and honest correction from teachers. While implicit OCF obtained positive responses, students exhibited reluctance towards peer criticism, expressing a preference for teacher feedback. However, there was notable enthusiasm (69.6%) for meta-linguistic OCF, highlighting students' receptiveness to linguistic nuances and novel perspectives. These findings underscore the significance of understanding students' preferences in OCF contexts, emphasizing the value placed on explicit teacher correction and the appreciation for meta-linguistic insights within academic speaking classes.

Perceptions des apprenants de la rétroaction corrective écrite synchrone dans la rédaction collaborative par vidéoconférence

Second language (L2) research suggests that synchronous written corrective feedback (SWCF) in online collaborative writing tasks can help improve L2 linguistic knowledge and writing skills. Following the rise of online collaborative writing in the wake of the COVID-19 pandemic, this exploratory study examines L2 learners’ perceptions of receiving SWCF during collaborative writing tasks completed on an online text-editing platform (Google Docs) and mediated by videoconferencing (Zoom). Adult learners (N = 46) enrolled in advanced online French as a Second Language courses took part in two collaborative writing tasks, during which their teachers (N = 3) provided SWCF. Learners’ screen activity was recorded. After the experiment, a perception survey was distributed and selected participants took part in semi-structured interviews to further discuss their experience. Results indicate that learners viewed the provision of SWCF through computer-mediated communication as an effective way to improve their L2 writing compared to traditional, delayed written feedback. Pedagogical implications for the implementation of videoconferences collaborative writing tasks involving teacher SWCF are discussed.

Biosymbiotic haptic feedback - Sustained long term human machine interfaces

Haptic technology permeates diverse fields and is receiving renewed attention for VR and AR applications. Advances in flexible electronics, facilitate the integration of haptic technologies into soft wearable systems, however, because of small footprint requirements face challenges of operational time requiring either large batteries, wired connections or frequent recharge, restricting the utility of haptic devices to short-duration tasks or low duty cycles, prohibiting continuously assisting applications. Currently many chronic applications are not investigated because of this technological gap. Here, we address wireless power and operation challenges with a biosymbiotic approach enabling continuous operation without user intervention, facilitated by wireless power transfer, eliminating the need for large batteries, and offering long-term haptic feedback without adhesive attachment to the body. These capabilities enable haptic feedback for robotic surgery training and posture correction over weeks of use with neural net computation. The demonstrations showcase that this device class expands use beyond conventional brick and strap or epidermally attached devices enabling new fields of use for imperceptible therapeutic and assistive haptic technologies supporting care and disease management.

Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students

Corrective Feedback of Grammarly in Enhancing L2 Writing by EFL Kurdish Students