Effects Of Teacher Feedback Research Articles

The effects of teacher, peer and self-feedback on error correction with corpus use

The strengths of corpora in language learning have been stated, while not many studies have explored the effects of feedback on error correction in the settings of data-driven learning (DDL), which is an approach where learners use corpora to learn language patterns inductively. Therefore, this study examines the effects of feedback on second language (L2) error correction with corpus use. The author hypothesizes that seeing many example sentences of the target word(s) with corpus use is useful in correcting L2 errors and that different sources of feedback have different effects on error correction. To test the hypotheses, the effects of teacher feedback on 55 participants’ error correction with use of the Corpus of Contemporary American English (COCA) were compared with those of peer feedback along with those of self-feedback. The results show that teacher feedback especially worked well for correcting omission errors and agreement errors. The strength of teacher feedback was identifying correctable errors. The results suggest that efficient corpus use for error correction requires teachers to consider appropriate combinations of feedback and error types (e.g., teacher feedback for omission errors and agreement errors).

Providing Feedback during the Online Phase of a Flipped Classroom Design: Fostering Sustainable Learning Performance While Considering Study Time Management

This study concentrates on the effects of teacher feedback (FB) on students’ learning performance when students are tackling guiding questions (GQ) during the online session in a flipped classroom environment. Next to students’ performance, this research evaluates the sustainability in students’ self-efficacy beliefs and their appreciation of the feedback. Participants were second year college students (n = 90) taking the “Environmental Technology” course at Can Tho College (Vietnam). They were assigned randomly to one of two research conditions: (1) with extra feedback (WEF, n = 45) and (2) no extra feedback (NEF, n = 45) during the online phase of the flipped classroom design. In both conditions, students spent the same amount of time in the online environment as well as in the face-to-face environment. The findings indicate that students studying in the WEF condition achieve higher learning outcomes as compared to students in the NEF condition. With respect to student variables, we observe no significant differences between the two research conditions in terms of self-efficacy beliefs at various occasions. However, we explore significant differences between the two research conditions in terms of feedback appreciation during the posttest assessment.

The effectiveness of teacher feedback on writing: Teaching English as a Foreign Language students’ perceptions

La presente investigación examina las opiniones y preferencias de estudiantes sobre la devolución docente (DD) en la escritura en inglés como lengua extranjera (ILE). La bibliografía específicamente sobre las percepciones de estudiantes universitarios de profesorado de inglés es escasa. Es por ello que este estudio aborda el tema examinando las opiniones de estudiantes universitarios argentinos sobre las prácticas de DD a las cuales son expuestos en las asignaturas que enseñan la escritura académica en ILE. Un grupo de estudiantes de la carrera de Profesorado de Inglés de una universidad pública argentina respondió un cuestionario que reflejaba las diferentes prácticas de devolución que sus docentes típicamente utilizan para evaluar sus habilidades de escritura. El estudio tuvo dos objetivos: (i) conocer las percepciones de los estudiantes sobre la DD que reciben y explorar qué tan útil la consideran para mejorar su escritura. (ii) Observar si estas perspectivas cambian a medida que adquieren más experiencia en escribir y en recibir DD. Los resultados muestran que tanto los estudiantes-escritores inexpertos como los más experimentados valoran la DD, particularmente la indirecta expresada a través de comentarios y sugerencias para mejorar lo escrito, como también la DD directa. Los resultados también indican que las percepciones varían a medida que los estudiantes desarrollan más su experticia en la escritura y en la interpretación de la DD.

Investigating the Effects of Written Corrective Feedback and Revision on EFL Learners’ Production of Grammatical Structures

The study was an attempt to examine the effects of three types of written corrective feedback namely direct, indirect, and metalinguistic, and the related responses (with and without revision) on the production of grammatical structures by Iranian intermediate EFL learners. 180 language learners were chosen out of a population pool of 260 participants and assigned to six groups of 30 learners based on their performance on Oxford Quick Placement Test (QPT): DCF with and without revision, ICF with and without revision, MCF with and without revision. Provided with different types of feedback, the students in any of six experimental groups were given instruction on present and past perfect tenses. A pre-test -post-test design was applied to conduct the study. Participants in each group were required to take Dicto-Comp as a pre-test. After being offered with the relevant treatments, a parallel post-test was run. The results showed that students in all experimental groups outperformed their knowledge of present/past perfect tenses from the pre-test to the post-test. Students in the 'DCF with revision' outperformed all other groups, and the groups required to make revisions (i.e., DCF / ICF / MCF with revision) outperformed the corresponding groups with no revision, and the only groups whose scores (between pre-test and post-test) showed more variation were MCF with and without revision. The results provide valuable insights into the effectiveness of teacher feedback on L2 writing ability at large and learning these two tenses at least for the participants of the present study. Furthermore, these results suggested that providing written corrective feedback can be beneficial as an enhancing element in the curriculum development for improving EFL learners’ writing ability.

Automated tracking of student revisions in response to teacher feedback in EFL writing: technological feasibility and teachers' perspectives

ABSTRACT Teacher feedback can be useful in helping English as Foreign Language (EFL) students revise their draft writing. Investigating how EFL students respond to various types of teacher feedback in draft revision has been regarded as an important field of study. However, such investigation is time-consuming and labour-intensive, which limits its practical application in EFL writing classes. To address this issue, this study was designed to explore an initiative to use a systematic method in tracking and analysing student revisions in response to teacher feedback. Firstly, an automated tracking method was proposed and applied to examine the technical feasibility of analysing the effects of teacher feedback on student revisions for 75 EFL undergraduate students from two Hong Kong universities. Secondly, the study explicitly sought to explore teachers’ perspectives on the automated tracking method by interviews. The quantitative results suggest that the automated tracking method can analyse teacher feedback and student revision with high accuracy compared to the manual analysis, while the qualitative results shed light on the benefits and limitations of the method. Overall, our findings provide a basis for further research on harnessing the potential of technology to support teachers in developing their professional feedback practice for EFL writing.

Characteristics and Effectiveness of Teacher Feedback on Online Business English Oral Presentations

The present study attempted to probe into the role of teacher feedback in an online learning environment during the COVID-19 pandemic. It aimed to investigate the characteristics and effectiveness of teacher feedback on online business English presentations and also to explore EFL learners’ attitudes toward teacher feedback. The participants were one class of 24 sophomores majoring in Business English. By analyzing data from transcriptions of teacher feedback on presentation rehearsals, assessment scores, questionnaires, and students’ self-reflective journals, the study found that teacher feedback was focused on both content- and delivery-related components, but new sub-components were added to delivery-related teacher feedback, such as technology use, timing, and teamwork. It also proved the positive effect of teacher feedback on improving students’ oral presentation quality in various aspects. Additionally, it was found the participants held quite positive attitudes toward teacher feedback. However, some issues also arose in an online learning context. Therefore, pedagogical implications were provided based on the research findings and in response to the challenges of online education.

교사 피드백이 외국인 유학생의 쓰기 능력과 쓰기 효능감에 미치는 영향 연구

교사 피드백이 외국인 유학생의 쓰기 능력과 쓰기 효능감에 미치는 영향 연구

Metalinguistic terms, teacher feedback, and learner uptake in ESL classrooms

Metalanguage is an important part of teacher talk in L2 classrooms. The present study examined the occurrence and type of metalinguistic terms in teacher feedback and their relationship with the patterns of learner uptake and the effectiveness of teacher feedback. A total of eight teachers and nine classes participated in the study. Four to six observations were made in each class, and two tailor-made individualized tests were administered to learners. The results revealed that: 1) the occurrence of metalinguistic terms varied notably with the type of feedback episodes (i.e. teacher-initiated, student-initiated and reactive); 2) the presence of metalinguistic terms was significantly related to both the frequency and successfulness of uptake, but the type of metalinguistic terms was only significantly related to the frequency of uptake, not its successfulness; and 3) metalinguistic terms in general were not significantly related to learners’ performance in either the immediate test or the delayed test, but the type of metalinguistic terms was significantly related to the results of the delayed test.

Corrective Feedback and Engineering Students’ Perceptions of Interdisciplinary Study Through English-Medium Instruction

This study explores the effects of teacher feedback on engineering students’ perceptions of learning a business subject and English development in the context of English-medium instruction (EMI). Using a mixed method, it examines specific contributions of teachers’ extensive feedback to the students’ emerging perceptions of interdisciplinary education and EMI. The quantitative section includes questionnaire responses of two groups of students enrolled in four sections of an entrepreneurship course: the control group (CG) in which the students received limited feedback in the lecture-style EMI (n=137) and the experimental group (EG) of extensive corrective feedback (n=133). These results are cross-examined by a semi-structured focus group interview with four respondents. The analysis shows that the university seniors’ mean satisfaction score with EMI, despite staying around the mid-point, was higher than that of the others, and significantly more so than the freshmen group. Notably, EG students appreciated EMI more than CG students. Subsequent findings establish that extensive feedback correlates with the increased positivity towards learning entrepreneurship and, more importantly, English development. This study thus proposes English programs for specific purposes and a support system including an EMI-specialized teaching methodology.

A comparative study of the effect of teacher\u2019s group and individual feedback on Iranian EFL learners\u2019 learning of speech acts in apology letter writing

The linguistic scrutiny of any aspect of pragmatics is bound to considering carefully the context in which it is expressed. This becomes very glaring when the utterances that constitute discourse are viewed as performing social actions. In an EFL context like Iran, English language learners are in urgent need of raising their pragmatic awareness as they do not have regular access to an environment where the main language of communication is English. The major context for improving their pragmatic competence could be classroom. Thus, teachers need to cope with this issue which makes knowledge of speech acts more worthy of being dealt with. This research was an attempt to find out the effect of teacher’s group feedback versus individual feedback on Iranian EFL learners’ uptake of speech acts. To carry out the study, 32 pre-intermediate learners were chosen to take part based on convenient sampling through non-random grouping. To make sure that the learners were homogeneous, a Quick Placement Test (QPT) was administered before the treatment. Based on the design of the study, the learners were divided into two treatment conditions of individual and group feedback. The research was a quasi-experimental a pretest and a posttest of writing before and after the treatment to measure students’ uptake of speech acts. Results of two paired-samples t-test and an independent samples t-test showed significant effect of individual feedback on learners’ uptake of speech acts, while group feedback was not significant. It was also found that there was a significant difference between the effects of teacher feedback in groups vs. teacher feedback given to individual learners. The present research has significant implications. Tests can also focus more on promoting individual feedback among learners and teachers in washback effect. Teachers can also make principled decisions about the feedback condition that best boost leaner uptake in speech act.

The Effect of Teacher Feedback on the Simple Past Tense Acquisition in Senior High School Students' English Writing

Teacher feedback is an essential part which can not be overlooked in English writing teaching. Whether teacherfeedback is effective and which type of feedback is more effective in improving learners’ writing proficiency haveattracted more and more researchers’ attention. Direct feedback is the feedback that teachers correct students’ errorsdirectly under the form or the right using habit of target language. Indirect feedback is the feedback that teachersonly mark out or point out students’ errors but not correct errors. This study explores the effects of two differentkinds of feedback (direct feedback and indirect feedback) on the acquisition of English simple past tense in highschool students’ writing. And it attempts to answer the following three questions: 1) Do teachers’ direct and indirectfeedback in English writing influence senior high school students’ acquisition of simple past tense? 2) If so, whichkind of feedback (direct or indirect feedback) has the greater influence on improving students’ acquisition of simplepast tense in English writing? 3) What perceptions do students have towards teachers’ direct and indirect feedback inEnglish writing?The result showed that the two kinds of feedback have an influence on the acquisition of the target structure,however, there is no significant difference between direct and indirect feedback group, which states that indirectfeedback class was not better than direct feedback class.

The Effects of Teacher Feedback on Language Learning in a Primary EFL Classroom : learners perspectives on it

The Effects of Teacher Feedback on Language Learning in a Primary EFL Classroom : learners perspectives on it

Perceived Competence and Skill Development in Physical Education: The Effect of Teacher Feedback

Perceived Competence and Skill Development in Physical Education: The Effect of Teacher Feedback

Error Correction in the Early Stages of Second Language Learning

Some studies suggest that teacher feedback on ESL/EFL students’ writing is not all the time effective (Hendrickson, 1980; Semke, 1984; Robb et. al, 1986; Truscott, 1996). Ka Ping (2004) examined the factors that affect the effectiveness of teacher feedback by analyzing students’ preferences for teacher feedback in their writing. Red marked corrections by teachers are often discarded by the learners and the same mistakes are most likely to be made the next time they sit for a composition. The checklist comes here as a solution to help students self-edit their errors in their writing in order to produce a final draft. The present research supports what is seen as an efficient way of making the corrections, i.e. providing learners with error checklists for their first draft for purposes of re-writing that draft and giving a final draft to be corrected by the teacher. In this sense, the learner would be self-assessing him/herself. Two groups of 25 students participated in the study. The checklist was administered to one group of students for one semester. The experimental group performed better in the final exam test. I conclude that the use of the checklist is very beneficial in the noticing and avoidance of errors in writing.

Malaysian Tertiary Level ESL Students’ Perceptions toward Teacher Feedback, Peer Feedback and Self-assessment in their Writing

In Malaysia, teacher feedback is highly preferred by students, who often believe that teachers know best. Teacher feedback shows them their teacher’s idea of an ideal writing. However, excessive dependence on teachers adds to their workload. Therefore, teachers are increasingly promoting two other alternative methods that are gradually gaining importance. These methods are peer feedback and self-assessment. This study investigates ESL students’ perceptions toward teacher feedback, peer feedback and self-assessment in students’ writing process. Questionnaires, adapted from the instruments in the literature, were administered to 107 randomly selected students in a private local university in Malaysia. Students found feedback given to the content and organization of their writing more useful than feedback provided for their vocabulary and grammar. It was also found that students perceived feedback from teacher, peers and self-assessment all as highly useful. Additionally the results indicated while there was no significant difference (p > .05) between the students’ perceptions toward teacher feedback and self-assessment, they were both perceived as significantly more useful (p < .001) than peer feedback. The students also perceived explicit feedback as significantly more useful (p < .001) than implicit feedback. The results of this study have implications for English language learning-teaching practitioners and researchers. They shed light on the options preferred by students in revising their writing in ESL writing classrooms. Future research on the effects of teacher feedback, peer feedback and self-assessment on students’ writing performance will provide better insight on the preferred methods in ESL writing classrooms in similar settings.

The Effects of Teacher Feedback and Peer Feedback on EFL College Students’ Writing Revising and Improvement

The Effects of Teacher Feedback and Peer Feedback on EFL College Students’ Writing Revising and Improvement

The effect of teacher feedback on student motivation in an EFL writing class

Research studies on written corrective feedback have mostly focused on teacher input to students on their writing. However, this study concentrates on...

Student Annotations Triggered by Teacher Feedback in L2 Business Writing

Courses that explore business writing in the second language in Korea have become the new necessity for college students before entering the workplace. The purpose of this study, therefore, attempts to investigate the effects of teacher feedback on the student annotations in L2 business writing to improve and revise the business letters more effectively. Over the 5-week intensive period, the student annotation group with comment on comment (SACC) and the student annotation group (SA) completed three persuasive business letters: the pretest, the in-class writing task, and the post-test. In the SACC group, once the students received the draft with the teacher feedback, the students responded to the teacher feedback by giving two additional types of student annotations: a success indicator of reflection and a student comment on the teacher comment in the in-class writing task. The results of the study indicate significant difference in the degree of involvement in terms of the total number and the types of student annotations triggered by teacher feedback. The findings reveal positive effects of business writing instruction on student annotations: (1) to elicit better teacher feedback to match the needs of the L2 student-writer and (2) to increase student-teacher, student-text, and within the student participation and interaction.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

Effects of Reading Curriculm-Based Measurement (R-CBM) Teacher Feedback in General Education Classrooms

This study examined the effects of teacher feedback from Reading Curriculum-Based Measurement (R-CBM) progress results for low-performing students in general education classrooms. Participants included 44 second-grade teachers and 184 students in their low reading groups. After 5 weeks of progress monitoring, teachers in the two experimental groups were given progress results of (a) a single student in the reading group or (b) all students in the reading group. Teachers in the control group received no progress monitoring feedback. Progress feedback did not affect subsequent progress as hypothesized. However, students' reading progress in all three groups improved reliably during the second half of the study, suggesting some reactive benefits of progress monitoring. The need to increase the type and quality of teacher feedback and to support teachers to use progress monitoring data in general education settings to make instructional changes is discussed.