Effects Of Feedback Timing Research Articles

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.

The effects of feedback timing on L2 development in written SCMC

Numerous studies have delved into the effects of interactional corrective feedback provided in the oral or written mode in the CALL environment (e.g.video-conferencing or text-based chat). Although previous research shows that several factors influence its effectiveness, a research area that merits more attention is the role of feedback timing operationalized as immediate or delayed intervention. The current study explores the role of timing when recasts, a corrective feedback technique, are provided in an unfocused, incidental manner addressing semantic and morphosyntactic features as they arise during written synchronous computer-mediated communication (SCMC). Fifty-eight young learners of English (M = 12.75 years old, SD = 1.2) were assigned to one of two experimental conditions that differed as to whether they received immediate recasts while performing a communicative task or delayed recasts after completing a task. The results show that delayed recasts led to greater L2 gains than immediate ones in the immediate postinteraction test especially when addressing semantic features; however, no difference was found between the two conditions two weeks after the intervention in the delayed postinteraction test.

Effects of Feedback Timing on Accuracy of Functional Analysis Implementation

ABSTRACT The current study evaluated the effects of the temporal placement of positive and corrective feedback on the accuracy of implementing idiosyncratic functional analysis (FA) procedures with three adult learners. The three feedback conditions included 1) delivering all feedback immediately after performance, 2) all feedback immediately before the next performance, and 3) corrective feedback before performance/positive feedback after performance. The conditions were counterbalanced across three idiosyncratic FA procedures via an adapted alternating treatment design embedded in a multiple baseline design across participants. For one out of three participants, corrective feedback before/positive feedback after and all feedback before resulted in greater increases in accuracy than all feedback after. For the remaining two participants, all three feedback conditions resulted in accuracy increasing to the mastery criterion. All participants selected all feedback before as their preferred condition in a social validity assessment; practical implications and directions for future research are discussed.

Dynamic Written Corrective Feedback among Graduate Students: The Effects of Feedback Timing

Dynamic written corrective feedback (DWCF) is a pedagogical approach that offer meaningful, manageable, constant, and timely corrective feedback on student writing (Hartshorn et al., 2010). It emphasizes indirect and comprehensive writte error correction on short, daily writing assignments. Numerous studies have demonstrated that its use can lead to fewer language errors among undergraduate and pre-matriculated college writers (see Kurzer, 2018). However, the benefits of DWCF among second language (L2) graduate writers and the role of feedback timing have not been well examined. We analyzed timed writing samples over a 12-week intervention from 22 L2 graduate students who either received biweekly feedback on their writing throughout a semester, or postponed feedback until the last two weeks of the semester. Writing was analyzed for grammatical errors, lexical and syntactic complexity, and fluency. Results showed that neither timely nor postponed feedback led to significant improvement in grammatical accuracy or lexical complexity, but timely feedback did result in more fluent and complex writing. These findings suggest that the timing of feedback may be trivial for accuracy development but is more important for complexity among graduate writers. Teachers, teacher trainers, and writing administrators may use these insights as they plan curricula and design grammar and writing interventions.
 La rétroaction corrective écrite dynamique (RCED) est une approche pédagogique qui propose une rétroaction significative, gérable, constante et opportune sur les rédactions des étudiants (Hartshorn et al. 2010). Elle insiste sur la correction complète et indirecte d’erreurs dans de courts devoirs de rédaction quotidiens. De nombreuses études ont démontré que son utilisation peut amener les rédacteurs de premier cycle ou pré-inscrits au collège à faire moins d’erreurs de langue (voir Kurzer, 2018). Cependant, les avantages de la RCED chez les rédacteurs diplômés de seconde langue (L2) et le rôle joué par l’opportunité de la rétroaction n’ont pas été bien étudiés. Nous avons analysé des échantillons de rédaction écrites en temps limité sur une période d’intervention de 12 semaines chez 22 étudiants diplômés de L2 qui recevaient de la rétroaction deux fois par semaine sur leurs rédactions pendant la durée du semestre, ou une rétroaction différée jusqu’à deux semaines avant la fin du semestre. Les rédactions ont été analysées pour découvrir les erreurs grammaticales, la complexité lexicale et syntaxique, ainsi que la fluidité Les résultats ont montré que ni la rétroaction opportune, ni la rétraction différé ne se traduisaient par une amélioration marquée de la précision grammaticale ou de la complexité lexicale, mais la rétroaction opportune menait à une rédaction plus fluide et plus complexe. Ces résultats suggèrent que l’opportunité de la rétroaction peut ne pas beaucoup influer sur le développement de la précision, mais s’avère plus importante pour la complexité chez les rédacteurs diplômés. Les enseignants, les formateurs d’enseignants et les administrateurs de programmes de rédaction peuvent se servir de ces résultats lorsqu’ils planifient les programmes et conçoivent les interventions en grammaire et en rédaction.

The Effect of Feedback Timing on Mathematics Achievement

The aim of this study is to explore whether feedback time given to the students has an effect on mathematics achievement. In the experimental study, the experimental groups were given the feedback between the pre-test and the post-test at different times (e.g. just after the pre-test, one day later, one week later, just before the final test) while the control group was not given feedback. The study group consisted of 233 students studying at 8th grade Sehit Ugur Kutku Secondary School in Sahinbey District of Gaziantep. There were a total of six groups including, one control group and five experimental groups. The study was designed as 6x2 experimental pattern for three weeks, and pre-test and post-test were administered based on each week's pre-decided learning objectives. ANCOVA test was applied to compare the post-test achievements of the groups. According to the results of the analysis; it was found that there was no difference in the pre-test success of the groups. However, there was statistically significant difference between groups in the post-tests. As a result, it was seen that the mathematics achievement of the groups given feedback just before the post-test was higher. It is recommended that the feedback should be given regularly and right before the exams.

The effects of feedback timing and frequency on the acquisition of cardiopulmonary resuscitation skills of health sciences undergraduate students: A 2 x 2 factorial quasi randomized study

BackgroundHigh-quality training is required to improve the cardiopulmonary resuscitation (CPR) skills. Although it has been reported that the use of a feedback device is effective, the effects of feedback timing and frequency on CPR training have not been investigated. The aim of this study was to clarify the influence of feedback frequency and timing on the acquisition of CPR skills.MethodsSixty-eight undergraduates were first divided into female (n = 32) and male (n = 36) groups, and randomly assigned to one of four groups for each sex: concurrent-100%, concurrent-50%, terminal-100%, and terminal-50% feedback groups. The randomization was performed using a lottery method. This study consisted of a pre-test, practice sessions, a post-test, and a follow-up test. In the practice sessions, the participants performed six 2-minute CPR sessions in accordance with the condition assigned using mannequins and feedback devices. The post-test was conducted 24 hours after the completion of the practice sessions and the follow-up test was conducted 3 months after the completion of the practice sessions. The primary outcome of the study was the overall score at the follow-up test.ResultsThe results of the overall score at the follow-up test for each group were 88.2 ± 9.6% for concurrent-100%, 92.2 ± 6.4% for concurrent-50%, 82.6 ± 16.4% for terminal-100%, and 85.2 ± 16.9% for terminal-50%. We did not find any statistically significant difference for the overall score at the follow-up test among the four groups (p = 0.173). The ANOVA for the test sessions revealed that there were no significant main effects of feedback timing (p = 0.135) or frequency (p = 0.765), and no significant interaction between timing and frequency (p = 0.997).ConclusionThe present study reveals that the use of feedback devices is an important factor for higher quality CPR training, regardless of the timing and frequency with which they are used.

Effects of Feedback Timing and Willingness to Communicate on the Acquisition of Simple Past Form

A remarkable body of empirical research within form-focused language teaching framework has examined the tripartite dimensions of corrective feedback, i.e., linguistic, contextual and individual aspects, in isolation. Nonetheless, a holistic understanding of the role of oral corrective feedback (CF) in the acquisition of L2 forms seems to rely on uncovering how these dimensions function in interaction with each other. The present study aimed to examine the differential effects of immediate and delayed feedback in the acquisition of English simple past form, and the hypothesized moderating effect of Willingness to Communicate (WTC) on the effectiveness of feedback timing. Sixty pre-intermediate-level Iranian EFL learners participated in an experiment as members of immediate and delayed feedback groups, and each learner was differentiated as either high-WTC or low-WTC, based on the result of WTC questionnaire. The pedagogical gains were assessed with a grammaticality judgment test at three different points of time, pre-test, post-test and delayed post-test. The results of a Two-way ANCOVA showed no significant difference between immediate and delayed CF in short-term and long-term acquisition. Despite the insignificant interaction effect witnessed between feedback timing and WTC, the findings demonstrated that learners with high-WTC in both groups outperformed slightly in comparison to low-WTC learners. The results are interpreted in light of the number and duration of feedback treatment sessions as well as the instruments used for measuring the acquisition outcome. It is suggested that further studies be conducted concerning the interactions between instructional, interactional and learner-internal aspects of CF functioning.

The effect of feedback timing on L2 Spanish vocabulary acquisition in synchronous computer-mediated communication

The benefits of corrective feedback (CF) for second language (L2) learning are empirically attested, and multiple factors mediating CF effectiveness have been investigated. However, the timing of oral CF has received less attention given most research examines corrections provided immediately after an error. Delayed CF also warrants investigation; it occurs naturally in L2 classrooms and may be an appealing alternative in online learning contexts. Existing CF timing research shows either no significant differences between immediate and delayed CF, or advantages for immediate CF. To elucidate mixed findings, more CF timing studies are needed, especially those considering the effects of factors such as CF type, linguistic target and communication mode. Regarding communication mode, the effect of CF timing on errors made during text-based synchronous computer-mediated communication (SCMC), for instance, has received less attention. Examining text-based SCMC is important given its empirically attested benefits for L2 learning, and in some cases its advantage over face-to-face interaction for fostering CF effectiveness. Investigating the role of CF timing on errors made in text-based SCMC will contribute to efforts to maximize CF effectiveness in online learning environments, which are becoming increasingly common. In this study, 30 third-year learners of Spanish as a foreign language completed a one-way information-gap task with an interlocutor using Skype text-chat. On vocabulary errors, learners received either immediate or delayed error repetition plus recast, or no CF. Results revealed both CF groups significantly outperformed the comparison group on an oral picture description task, with no significant differences between immediate and delayed CF. Results may be due to the salience of the CF modality, type, and target.

Self-Regulation and Feedback in an Educational Statistics Course

The purpose of the study was to evaluate the effects of feedback timing and quality on student self-regulatory behavior. Using a non-equivalent control-group design, students were assigned to either an immediate-detailed or delayed-grade-only feedback condition within the online statistics homework program, Aplia. The groups were then compared on levels of self-regulation and ratings of perceived homework effectiveness. Results indicate no significant differences between groups. Implications and the need for updated and more context specific measurements are discussed. Keywords: online homework; self-regulation; Aplia; graduate student; statistics course

A Usability Study of a Serious Game in Cognitive Rehabilitation: A Compensatory Navigation Training in Acquired Brain Injury Patients.

Acquired brain injury patients often report navigation impairments. A cognitive rehabilitation therapy has been designed in the form of a serious game. The aim of the serious game is to aid patients in the development of compensatory navigation strategies by providing exercises in 3D virtual environments on their home computers. The objective of this study was to assess the usability of three critical gaming attributes: movement control in 3D virtual environments, instruction modality and feedback timing. Thirty acquired brain injury patients performed three tasks in which objective measures of usability were obtained. Mouse controlled movement was compared to keyboard controlled movement in a navigation task. Text-based instructions were compared to video-based instructions in a knowledge acquisition task. The effect of feedback timing on performance and motivation was examined in a navigation training game. Subjective usability ratings of all design options were assessed using questionnaires. Results showed that mouse controlled interaction in 3D environments is more effective than keyboard controlled interaction. Patients clearly preferred video-based instructions over text-based instructions, even though video-based instructions were not more effective in context of knowledge acquisition and comprehension. No effect of feedback timing was found on performance and motivation in games designed to train navigation abilities. Overall appreciation of the serious game was positive. The results provide valuable insights in the design choices that facilitate the transfer of skills from serious games to real-life situations.

Effects of feedback timing on second language vocabulary learning: Does delaying feedback increase learning?

Feedback, or information given to learners regarding their performance, is found to facilitate second language (L2) learning. Research also suggests that the timing of feedback (whether it is provided immediately or after a delay) may affect learning. The purpose of the present study was to identify the optimal feedback timing for L2 vocabulary learning. This study differs from previous feedback timing studies in two important respects. First, unlike some previous studies, feedback timing was not confounded with lag to test (interval between the last encounter with a given item and the posttest). Second, in order to test the view that delayed feedback may be particularly effective when learners make few errors during learning, the present study manipulated the frequency of practice to influence learning phase performance. In this study, 98 Japanese college students studied 16 English–Japanese word pairs. Immediate feedback was given immediately after each response, whereas delayed feedback was withheld until all target items were practised. Learning was measured by posttests administered immediately, 1 week, and 4 weeks after the treatment. Results suggested that when lag to test is controlled, feedback timing may have little effect on L2 vocabulary learning regardless of the frequency of errors during learning.

The Effect of Immediate or Delayed Video-Based Teacher Self-Evaluation on Head Start Teachers’ Use of Praise

This study investigated a video-based self-evaluation package focused on Head Start teachers' use of praise. Fifty-one Head Start teachers were randomly assigned to one of three groups: immediate self-evaluation, delayed self-evaluation, or a control. The dependent measures were frequency of general and specific praise statements. The independent variables were a treatment package that consisted of observation skills training and self-evaluation (i.e., self-monitoring and goal setting), and the timing of self-evaluation. Three 5- to 10-minute instructional segments, on 3 consecutive days, were taped for each participant. Instructional Segments 1 and 2 were viewed by the teachers in the two experimental groups. The timing of the video feedback and self-evaluation was manipulated. Trained data collectors recorded the frequency of behaviors during the instructional segments. The frequency of praise for the control group remained low throughout the study. Teachers significantly increased the frequency of their general praise statements, after training and after self-evaluation. The frequency of specific praise was significantly higher only after completion of the self-evaluation package (training and self-evaluation). Specific praise may require more skill by the teacher to identify and use it. No effect of feedback timing was observed in the two experimental groups.

Implicit and explicit language learning: conditions, processes, and knowledge in SLA and bilingualism

1. IntroductionCristina Sanz and Ronald P. Leow, Georgetown University Part I: Theory 2. Stubborn Syntax: How It Resists Explicit Teaching and LearningBill VanPatten, Texas Tech University 3. An Epitaph for Grammar: An Abridged HistoryArthur S. Reber, University of British Columbia 4. Implicit and Explicit SLA and Their InterfaceNick C. Ellis, University of Michigan 5. How Analysis and Control Lead to Advantages and Disadvantages in Bilingual ProcessingEllen Bialystok, York University Part II: Methodological Issues and Empirical Research on Awareness, Pedagogical Contexts, and Individual Differences in SLA 6. Getting a Grip on the Slippery Construct of Awareness: Toward a Finer-Grained Methodological PerspectiveRonald P. Leow, Ellen Johnson, and German Zarate-Sandez, Georgetown University 7. Aging, Pedagogical Conditions, and Differential Success in SLA: An Empirical StudyAlison E. Lenet and Cristina Sanz, Georgetown University Beatriz Lado, University of San Diego James H. Howard Jr., The Catholic University of America and Georgetown University Medical Center and Darlene V. Howard, Georgetown University 8. Effects of Feedback Timing in SLA: A Computer-Assisted Study on the Spanish SubjunctiveFlorencia Henshaw, University of Illinois at Urbana-Champaign 9. Working Memory Predicts the Acquisition of Explicit L2 KnowledgeJared A. Linck and Daniel J. Weiss, The Pennsylvania State University 10. The Effects of Formal Instruction and Study Abroad Contexts on Foreign Language Development: The SALA ProjectCarmen Perez-Vidal, Universitat Pompeu Fabra Maria Juan-Garau, University of the Balearic Islands and Joan C. Mora, Universitat de Barcelona 11. Input Processing Principles: A Contribution from First-Exposure DataRebekah Rast, The American University of Paris Part III: Empirical Research on L2 Phonology 12. What Is Implicit and What Is Explicit in L2 Speech? Findings from an Oral CorpusHeather E. Hilton, Universite Paris 8 13. Explicit Training and Implicit Learning of L2 Phonemic ContrastsFred R. Echman, University of Wisconsin-Milwaukee Gregory K. Iverson, University of Wisconsin-Milwaukee and University of Maryland Center for Advanced Study of Language Robert Allen Fox and Ewa Jacewicz, The Ohio State University, and Sue Ann Lee, Texas Tech University Part IV: Empirical Studies on Key Issues in Bilingualism: Aging, Third Language Acquisition, and Language Separation 14. English Speakers' Perception of Spanish Vowels: Evidence for Multiple Category AssimilationLeslie S. Gordon, The University of Georgia 15. Early Phonological Acquisition in a Set of English-Spanish Bilingual TwinsDavid Ingram and Virginia Dubasik, Arizona State University Juana Liceras, University of Ottawa and Racquel Fernandez Fuertes, University of Valladolid 16. Language Learning Strategies in Adult L3 Acquisition: Relationship between L3 Development, Strategy Use, L2 Levels and GenderHui-Ju Lin, Georgetown University 17. Effects of Bilingualism on Inhibitory Control in Elderly Brazilian BilingualsIngrid Finger, Johanna Dagort Billig, and Ana Paula Scholl, Federal University of Rio Grande do Sul, Brazil

Improving psychotherapy outcome: the use of immediate electronic feedback and revised clinical support tools

The benefits of psychotherapy have been well documented; however, 5-10% of clients worsen while in treatment and another minority shows no response. The effects of feedback timing (delayed or immediate) and type (progress feedback and Clinical Support Tool [CST] feedback), aimed at reducing deterioration and improving outcomes, were examined in a sample of 1101 clients whose outcome was contrasted across experimental groups and with two archival groups: a delayed progress feedback and CST feedback group (n = 1374) and a treatment-as-usual control group (n = 1445). Progress feedback to therapists improved outcomes, especially for cases at risk for a negative outcome, but direct progress feedback to clients did not. Effects were significantly enhanced by using the manual-based CST. There were no significant differences in outcome between the 1-week-delayed CST feedback and 2-week-delayed CST feedback groups; however, clients in the week-delayed CST feedback timing condition attended three less sessions, on average, than their 2-week-delayed CST feedback counterparts while maintaining similar treatment gains. Results were interpreted as supporting the value of monitoring client progress and feeding back this information to therapists as well as assisting therapists in problem solving with cases at risk for treatment failure.

A natural language intelligent tutoring system for training pathologists: implementation and evaluation

We developed and evaluated a Natural Language Interface (NLI) for an Intelligent Tutoring System (ITS) in Diagnostic Pathology. The system teaches residents to examine pathologic slides and write accurate pathology reports while providing immediate feedback on errors they make in their slide review and diagnostic reports. Residents can ask for help at any point in the case, and will receive context-specific feedback. We evaluated (1) the performance of our natural language system, (2) the effect of the system on learning (3) the effect of feedback timing on learning gains and (4) the effect of ReportTutor on performance to self-assessment correlations. The study uses a crossover 2 x 2 factorial design. We recruited 20 subjects from 4 academic programs. Subjects were randomly assigned to one of the four conditions--two conditions for the immediate interface, and two for the delayed interface. An expert dermatopathologist created a reference standard and 2 board certified AP/CP pathology fellows manually coded the residents' assessment reports. Subjects were given the opportunity to self grade their performance and we used a survey to determine student response to both interfaces. Our results show a highly significant improvement in report writing after one tutoring session with 4-fold increase in the learning gains with both interfaces but no effect of feedback timing on performance gains. Residents who used the immediate feedback interface first experienced a feature learning gain that is correlated with the number of cases they viewed. There was no correlation between performance and self-assessment in either condition.

The Effects of Feedback Timing on Learning Facts: The Role of Response Confidence

We examined the influence of immediate and delayed feedback on learning general information multiple-choice items. In two experiments, people answered 90 items on two occasions 1 week apart. On each occasion, they also rated their confidence in their responses. The behaviors measured included response accuracy and confidence, study-time for feedback, and the conditional probability of responding correctly on the post-test (given initially correct and incorrect responses) as a function of level of confidence. Immediate and delayed feedback improved retention and increased confidence on the post-test items. Delayed feedback also increased feedback study-time. Overall, the conditional probability of correctly responding on the post-test varied systematically with level of confidence expressed during the first testing occasion. Results are further discussed in terms of their compatibility with assumptions made from existing models of feedback processing and their relation to the meta-cognitive monitoring processes that appear to be central in learning factual information.

Effects of feedback timing and motivational content on teachers' delivery of contingent social praise

This study examined the relative effects of feedback timing (delayed or immediate) and motivational content (goal-setting) on teachers' delivery of contingent social praise for on-task behavior. Two teachers of behaviorally disordered children and two youngsters from each class served as subjects. The study employed an adaptation of a single subject replication design. Teachers were exposed to four experimental conditions: baseline (no feedback), immediate feedback, delayed feedback, and delayed feedback plus goal-setting. These conditions were replicated either within or across teacher subjects. The results showed that all feedback tactics produced an increase in contingent social praise and student on-task behavior over baseline levels. However, the only statistically significant increases occurred when teachers were exposed to the delayed feedback plus goal-setting procedure.