Dialogic Feedback Research Articles

Using questionnaires as conversational tools to bolster the therapeutic alliance in family therapy practice.

In this clinical paper, the focus is on the use of questionnaires in family therapy practice. Psychotherapy research has indicated that the quality of the therapeutic relationship is the most robust predictor of therapeutic change. While the therapeutic relationship is even more important in family therapy than in individual therapy, it is also more complex. As will be illustrated in this paper, questionnaires can be useful in clinical practice to deal with the complex alliances in family therapy. In this paper, we will introduce two questionnaires: the Worries Questionnaire and the Dialogical Feedback Questionnaire. As illustrated in detailed case stories, we use these questionnaires in our practice as conversational tools rather than measuring instruments. They serve as the starting point for the therapist's reflection and for dialogues with family members.

A Study on the Effectiveness of Dialogic Feedback in English Writing

Feedback in English writing plays an important role in promoting the development of students’ writing ability. As one of the feedback forms, dialogic feedback has been gradually integrated into the new teaching concept of EFL writing. This study investigates learners’ attitudes toward dialogic feedback compared with written feedback and passive oral feedback. The characteristics of dialogic interaction are observed. The effectiveness of dialogic feedback and the influence of learners’ second language ability and instructors’ noticing strategies on the quality of feedback are discussed. It especially covers the differences of learners’ focus on writing (content, organization, grammar and language) in the process of feedback. Based on the one-to-one peer feedback model of the English writing center of Nantong University, this study collects data from 65 undergraduates through feedback corpus, questionnaire survey and semi-structured interview. The results show that most learners have a positive attitude towards dialogic feedback, which can to a certain degree improve their L2 writing. The higher the learners’ L2 proficiency, the more effective the dialogic feedback is. It is also helpful to improve the quantity and quality of dialogic feedback that the tutor uses the appropriate noticing strategy. These findings not only confirm the effectiveness of dialogic feedback, but also help teachers to use dialogic feedback reasonably and improve the effectiveness of feedback in English writing class.

Umpan balik dan Evaluasi Terhadap kinerja Organisasi: A Literature Review

Feedback is information provided to individuals about their performance and can help them understand the difference between desired performance and actual performance achieved. Individuals with high self-evaluation tend to assess job demands in a more positive manner and have a greater ability to face or overcome those demands. High self-evaluation can influence individuals' perceptions of work situations and have a positive impact on job satisfaction. This systematic review is based on the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The databases used were Scopus, SAGE full-text articles, and the language of publication was English. The keywords used in the article search were "Self-Evaluation" and "Feedback". After identifying several articles, the authors analyzed and synthesized them according to the inclusion and exclusion criteria set for this study. The findings indicate that manager performance evaluations using the Balanced Scorecard (BSC) pay more attention to general actions than to unique actions, unless cognitive feedback is given to highlight the importance of using all actions. This underscores the importance of considering behavior as the ultimate outcome of the feedback provided. This research also aims to create a better work environment through the acceptance of constructive feedback and the appropriate use of feedback. High-quality feedback is an important factor in the context of learning and individual performance in the workplace. Overall, these studies provide a better understanding of the importance of feedback in the context of learning, performance, and individual development in the workplace. Dialogic feedback, self-evaluation, and consistent feedback systems can help create a better work environment and improve individual performance and job satisfaction.

Fostering Meaningful Feedback through the Critical Response Process

Feedback plays an essential role in music education, helping individuals learn to consider creative works from multiple perspectives. In this article, we explore the Critical Response Process, a four-step process for engaging with artistic works in progress. Founded on the principle that both artists and responders play active roles in feedback, this process is designed to promote discovery and help students learn how to engage in a responsive feedback dialogue with others. In addition to outlining the process, we also offer narratives from our own practice, examples of how the process might be implemented in various settings, and ideas for adaptations.

Ten Years after Sutton (2012): Quo Vadis Feedback Literacy? (A Bibliometric Study)

Drawing on the construct of Academic Literacy, Paul Sutton coined the term "Feedback Literacy" in 2012. Since then, a growing body of research on Feedback Literacy has emerged from scholars worldwide. This bibliometric study then intended to trace the historical development of Feedback Literacy research over a decade and identify future trends and directions in the field. Extracting from the Scopus database and employing Bibliometrix R-tool, this study seeks to reveal the performance analysis and science mapping of the construct. PRISMA 2020 was utilized to guide the articles' search, screening, selection, and reporting. The result of the performance analysis revealed the most prominent journal (Assessment and Evaluation in Higher Education), author (David Carless), article (Carless & Boud, 2018), and keywords (students-related feedback) in feedback literacy research. The conceptual, intellectual, and social structure analyses under science mapping provided insight into popular and fundamental research themes and the collaboration network among feedback literacy authors, with Australian researchers at the forefront. The findings imply that feedback literacy is a fertile ground for further research on topics such as students-related feedback, online feedback, ecological factor, and dialogic feedback. Studies outside of the context of higher education are still under-represented. This study can also aid novice scholars m finding relevant references or outlets for publication.

The role of cultural and linguistic factors in shaping feedback practices: the perspectives of international higher education teaching staff

ABSTRACT The literature on internationalisation of higher education usually focuses on the student perspective, with intercultural competence often featuring as a graduate attribute. However, given the high proportion of international teaching staff in UK higher education institutions, more attention needs to be paid to intercultural competence of teachers. A key aspect of educational practice is feedback, which we consider to be culturally situated and affected by cultural and linguistic experiences of teachers and students. This paper presents a study which explored the conceptualisations and experiences of feedback among 18 international teaching staff at a UK STEMM (Science, Technology, Engineering, Maths, Medicine) higher education institution. Based on focus group data, we explore the dynamic relationship between culture, language and feedback, highlighting the importance of considering the intercultural dimension in feedback dialogues.

Onsite coaching: supporting prospective teachers to enact and appropriate instructional strategies in their field placements

ABSTRACT Coaching supports have been used in the past few decades with practicing teachers in professional development programs seeking to improve teachers’ and novice teachers’ practice. Prospective teachers experience the complexity of teaching when they start their field experiences. In some cases, prospective teachers struggle to enact what they learned in university coursework in real classroom settings. In an effort to bridge this gap, this paper provides an innovative approach to onsite coaching in the form of modelling, along with dialogic feedback to support prospective teachers’ development of their teaching practice in their field experiences. Onsite coaching supports as described in this study, have implications on teacher learning to promote prospective teachers’ enactment and appropriation of instructional strategies from university course work in field experiences. Findings suggest that field supervisors use this onsite coaching model to support prospective teachers in developing their teaching practices in the context of practice by taking a clinical stance. This paper unpacks the appropriation cycle and provides coaching moves (e.g., types of feedback in lesson plans, planning sessions, debriefing sessions, and onsite coaching moves) by sharing representative stories of prospective teachers facilitating literacy and mathematics in general education classrooms, and by differentiating instruction for emergent bilinguals.

Improved Behavioural Engagement of Students through Low-stakes Online Tests and Immediate Dialogic Feedback

The engagement of students is a recognised challenge for teachers. Technology offers some practical student engagement tools, and this paper examines the use of low-stakes online tests and immediate dialogic feedback to improve behavioural engagement. The academic exploration of low-stakes tests and dialogic feedback has been extensive, and they are credible teaching tools. In this study, we explore the learning benefit of their combination. Postgraduate engineering students' self-reported and learning analytics data shows conclusive evidence of improved behavioural engagement. We measured a 500% increase in the Learning Management System (LMS) page views on the days when we ran the low-stakes tests (each worth 2% of the marks for the subject) and engaged in immediate dialogic feedback. To interpret these results, we draw on theories of behavioural engagement, low-stakes tests, and feedback. We conclude that the combination of low-stakes tests and immediate feedback improves student behavioural engagement.

The interactional communication of feedback in clinical education: A focused ethnographic study in a hierarchical and collectivist culture

BackgroundThe definition of feedback in clinical education has shifted from information delivery to student-teacher dialogue. However, based on Hofstede's theory, countries with large power distance or a robust social hierarchy and collectivistic cultural dimensions can reduce the feedback dialogue to a minimum. Indonesia is classified in this group, with some Asian, African, Mediterranean, and Latin American countries. This study explores the interactional communication of feedback during clinical education in a hierarchical and collectivistic context. MethodsThe focused ethnographic approach was applied to the clinical rotation program in an Indonesian teaching hospital. Data sources included observations of feedback episodes during workplace-based assessments followed by interviews with clinical supervisors and students. The data were compiled within 16 weeks of observation in 7 groups of clinical departments, consisting of 28 field notes, audiotaped interviews including nine focus group discussions of students (N = 42), and seven in-depth interviews with clinical supervisors. Data were analyzed through transcription, coding, categorization, and thematic analysis using the symbolic interactionist perspective. ResultsWe identified four themes representing actual interactional communication and its ‘meaning’ or interpretation. The interactional communication in feedback is described in the first and second themes, such as 1) Students play the subordinate roles in a feedback dialogue; 2) The feedback content is focused on explanation and students' limitations. The third and fourth themes represent the clinical supervisors' and students' interpretation of their feedback experience, such as 3) Clinical supervisors' perspectives are mostly on dissatisfaction and teaching authority; 4) Students' acceptance of reality and negative affection. ConclusionsThis study shows that the social gap between students and clinical supervisors in Indonesia, and other countries in the same cultural classification, potentially causes communication barriers in the feedback dialogue. The adaptation of ‘feedback as a dialogue’ requires further effort and research to develop communication strategies in feedback that consider the national culture and context.

Dialogic Feedback on Graduate Students' Thesis Writing Supervision: Voices of Indonesian Graduate Students

Researchers have become increasingly interested in the notion of dialogic feedback in higher education. Despite its growing awareness of dialogic feedback, relatively little is known about how dialogic feedback is perceived through the lens of graduate students in the thesis supervision context. Hence, the purpose of this study is to explore the perceptions of graduate students regarding dialogic feedback during thesis proposal writing in a group supervision setting. An Interpretative Phenomenological Analysis (IPA) was undertaken to investigate the feedback experiences. Five TESOL graduate students were recruited to participate in semi-structured interviews and observations regarding supervision meetings. Two themes emerged from the findings. The first is the role of dialogic feedback in preventing students’ misunderstanding and cultivating students’ reflective thinking. Findings indicated that dialogic feedback could help improve students’ writing skills and thesis progress. The second is the positive and negative emotions encountered in the dialogic feedback experience. It contains feelings of low self-confidence, no fear of negative correction, and feelings of being motivated. The implication of the study brought to light the impact dialogic feedback has on thesis progress as well as providing a view of the dynamics between students' and supervisors' interactions in dialogic feedback experience.

Writing Feedback and the Success of English as an Additional Language (EAL) Doctoral Students: The Role of Dialogue

Aim/Purpose: Scholars and practitioners agree that feedback is critical to doctoral students’ academic writing development, yet effective feedback processes are complex. The purpose of this case study was to examine the role of dialogue in a Writing Feedback Group (WFG) in facilitating the development of the scholarly writing of English as an Additional Language (EAL) doctoral students. The research question that guided this study was: How does dialogue within a writing feedback group create opportunities for EAL doctoral students to advance their knowledge and skills pertaining to scholarly writing? Background: Traditional doctoral student writing feedback, characterized as monologic and unidirectional, positions students as passive learners and is difficult for students to use to improve their writing. Dialogic and bi-directional feedback positions students as active learners as they engage in ongoing verbal and/or written exchanges about their writing. Examinations of verbal feedback on doctoral writing show face-to-face exchanges are a source of motivation and necessary for in-depth exchanges about ideas. There is limited understanding, however, as to how dialogue facilitates doctoral students’ development as scholarly writers. This case study examines the dialogue of EAL doctoral students as they read and respond to one another’s scholarly writing. Methodology: This was a qualitative case study of an established writing group. Four EAL doctoral students and one faculty member participated in this study during a 16-week semester. Conversational turns during 12 feedback sessions were analyzed using inductive coding with an interpretive approach to allow research findings to emerge from the data. A constant comparative method was used to classify and compare codes and categories and identify themes related to the study’s research question. Contribution: The findings from this study contribute to the body of knowledge on the role of dialogic feedback in doctoral writing development. The findings show how doctoral students’ dialogue about one another’s writing created critical learning experiences for their writing development. This study provides an explicit and systematic approach to dialogue in writing feedback groups. Findings: Dialogue scaffolded EAL doctoral students’ translation of their complex knowledge to accessible text and helped them respond to the rhetorical context. Dialogue also facilitated doctoral writers’ awareness of the importance of precise language and structural organization for readers of their academic writing. Recommendations for Practitioners: The WFG established a platform for doctoral students to try out their writing and to actively engage with others in receiving and providing ongoing feedback. It is suggested that institutions of higher education create ongoing opportunities for doctoral students to discuss scholarly writing. Writing feedback groups can take many forms, including established groups embedded into coursework or between advisor and advisees. Recommendation for Researchers: This study examined the dialogue of a writing feedback group whose process was highly structured. To develop a deeper understanding of the influence of dialogue on writing, it should be studied in various types of writing groups. Impact on Society: Research and scholarship are critical to advancing our society. Doctoral students who speak English as an additional language bring distinctive cultural perspectives to research. Their voices and research are critical to future academic literature. Future Research: The findings from this study highlight how dialogue in a writing feedback group afforded doctoral students ongoing opportunities to give and receive feedback on critical academic writing skills on their individual current writing projects. Further research is needed to understand the role of dialogue in the WFG on doctoral students’ enduring understanding and the application of academic writing skills on future writing projects.

INVESTIGATING TESOL GRADUATE STUDENTS’ MULTIDIMENSIONAL FEEDBACK ENGAGEMENT IN A DIALOGIC SUPERVISORY FEEDBACK PRACTICE

This qualitative case study seeks to uncover how four graduate TESOL students engage in dialogic supervisory feedback about three-dimensional levels of engagement: affective, behavioral, and cognitive dimensions. Four TESOL graduate students involved in the same supervision group from a public university in Indonesia were recruited for this study using purposive sampling. Semi-structured interviews and students’ commented proposals were used to collect data, and the data were analyzed using Interpretative Phenomenological Analysis (IPA). The findings were thematized following three dimensions of student engagement. The findings of this study bring insights into the potential of dialogic feedback in graduate students' thesis writing development and provide implications for supervisory feedback practices in similar ESL/EFL settings.

Perceptions of stakeholders on modalities for giving quality assurance feedback to tutors in teachers’ colleges in Tanzania

Effective dialogic feedback demands active zonal quality assurance officers and tutors. The use of oral and written modalities to provide quality assurance feedback on learning environment in teachers’ colleges could make tutors more active in teaching. This article appraises modalities used to give feedback to tutors; and analyses the modalities regarded by tutors and quality assurance officers as effective in Tanzania. The article adopts a qualitative multiple-case study involving thirty-four respondents from three teachers’ training colleges in Tanzania. Data were collected using in-depth interviews, focus group discussions and documentary reviews with tutors. It is revealed that oral and written modalities were mainly used to give quality assurance feedback to tutors in teachers’ colleges. Moreover, these feedback modalities do not have a bearing on the effectiveness of learning in the studied institutions. The paper also identifies significant differences between the quality of oral and written feedback. Tutors tend to prefer oral to written quality assurance feedback modality. Specifically, tutors perceived oral quality assurance feedback modality as the most effective way as it allows for more interaction, collaboration and dialogue between tutors and zonal school quality assurance officers. On the other hand, zonal quality assurance officers prefer written to oral quality assurance feedback modality as most effective for permanent record keeping in the majority of cases. Moreover, written feedback is the only means by which quality assurance stakeholders get to know about the state of quality of education provision in teachers’ colleges. It was also found that the new framework for giving quality assurance feedback was adopted and implemented before tutors were adequately oriented to the framework. It is, therefore, recommended that before quality assurance framework and its modalities of giving quality assurance feedback are changing feedback modalities, the government should first consider adequate training of zonal quality assurance officers for them to perceive feedback as a dialogic process.

Measuring changes in nursing students' workplace performance following feedback encounters: A quasi-experimental study

BackgroundWork-integrated learning and performance is intimately linked with assessment and feedback; however, empirical evidence concerning the impact of feedback on student performance in workplace settings is limited. A novel practice-based feedback intervention—the REMARK (nuRse fEedback iMplementAtion frameworRK) program—was developed and implemented. Sustainable feedback processes that involve both learners and learning partners can ultimately maximise learning outcomes, optimise self-regulation, and impact performance. ObjectivesTo determine the impact of implementing an educational intervention based on best practice principles of feedback on undergraduate nursing student performance during clinical placements in acute healthcare settings. MethodsA non-equivalent, quasi-experimental design was used. A pre- and post-assessment strategy for both control and intervention groups was employed. The REMARK program was based on known attributes of effective feedback critiqued in the literature that foster interactions between a learner and learning partner and, hence, support dialogic feedback. ResultsClinical assessment data of 214 final-year nursing students collected at three time points were analysed. Using multivariate modelling, the results indicated that students participating in the REMARK programme (intervention group) had statistically higher performance scores than students in the control group when time and placement setting were controlled. ConclusionsThis research provides evidence that engagement with an intervention based on attributes of effective feedback improves nursing students' workplace performance during clinical placement. To achieve the greatest advantage, incorporating strategies that encourage students to adopt an active role in feedback conversations that relate to the student's learning goals are recommended.

Towards Supporting Dialogic Feedback Processes Using Learning Analytics: the Educators’ Views on Effective Feedback

Feedback plays a crucial role in learning. Yet, higher education continues to face challenges regarding facilitating effective feedback processes. One of the challenges is the difficulty to track how students interact with feedback and the impact of feedback on learning outcomes. Learning analytics (LA) has opened up opportunities to enhance feedback practice with a wide array of data. However, most research seeks to deliver data-driven feedback rather than understanding how students make use of feedback and how educators can use learning analytics to support students in this process. As a first step to address this gap, our study investigated educators’ views of challenges and elements of effective feedback processes in addition to their perceptions of data-driven feedback. The study found that feedback design (e.g., feedback purpose, content, and structure), educator-related factors (e.g., time constraints and resource limitations), and student-related factors (e.g., disposition, self-regulation, and sense-making) can have positive or negative impacts on the feedback process. It also highlights the need for the development of student feedback literacy. Based on the findings, we proposed ideas for an LA-based feedback tool that can be used to facilitate a dialogic feedback process and address challenges with feedback.

Spicing up Undergraduate Collaborative Writing Course through Feedback Dialogues

Dialogic feedback, as opposed to unidirectional feedback that positions English language learners as mere receivers, is argued to be effective in promoting learners' self-regulated learning and active roles in feedback interpretation and negotiation. Despite the emphasis on dialogic feedback, empirical research on the how? question related to the processes of dialogues in feedback settings is limited. This paper, therefore, being positioned as part of this dialogic feedback approach, aimed to explore how feedback dialogues on the writing of fifteen pairs of undergraduates joining a writing class in a Saudi Arabia university are constructed. The data was collected from records of oral face-to-face (F2F) dialogues and digital or online written and audio interactions. The dialogues were analysed using an interactional analysis guided by several conceptual frameworks from previous research. Findings illustrated that dialogues are promoted and constructed within a four-dimensional process of cognitive, metacognitive, socio-affective, and structural activities. The assessment questions, hand-written codes and Google Docs-based highlights of errors in learners' drafts played a role in initiating F2F learner-learner dialogues which were extended to teacher-learner dialogues and to online dialogues. The study encourages writing instructors' shift to dialogic feedback in order to foster learners' active engagement with feedback and to motivate them to look for more effective strategies in promoting feedback dialogues with learners.

Students’ experiences of assessment and feedback engagement in digital contexts: a mixed-methods case study in upper secondary school

ABSTRACT This study examined students’ experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 individual interviews. The results indicated that the use of digital feedback was crucial for students’ experiences of digital feedback engagement. The final model of the path analyses suggested that students’ experiences with digital feedback engagement were dependent on several predictive and mediating variables. Multiple regression analyses suggested gender differences regarding variables predicting digital feedback engagement. Whereas a deep approach and learning from examinations were important for male students, clear goals and standards were more important for female students’ digital feedback engagement. Thematic analyses of the interview data identified three themes: Grades and digital feedback; dialogic feedback interactions; and a performance-oriented assessment culture. Grades tended to reduce the relevance of digital feedback when provided at the same time and in separate learning management systems (LMSs). Opportunity for dialogic feedback interactions was considered essential to students’ feedback engagement and criteria orientation, but rarely offered in digital contexts. A performance-oriented assessment culture risked outweighing focus on learning in digital contexts for some students.

The Practice of Feedback in Health Professions Education in the Hierarchical and Collectivistic Culture: a Scoping Review.

The global trend in student assessment is moving towards outcome-based assessment that requires multiple systematic data points and continuous feedback. However, in hierarchical and collectivistic cultures, one-way communication is practised more often, leading to less dialogical feedback. This scoping review explored feedback practice in Asian educational setting. Based on the 17 articles selected, the findings were categorised into four themes, i.e. inhibiting or facilitating factors of feedback, influences of cultural factors on feedback, discrepancies between students' and teachers' perceptions of feedback and impact of feedback. Hierarchical and collectivist cultural aspects, such as preference for group feedback, are pertinent to feedback practice, which likely influence the readiness for programmatic assessment.

Effects of Longitudinal Coaching on Relationships and Feedback Processes in Pediatric Subspecialty Fellowships-An Interpretive Description Study.

Coaching in graduate medical education provides a facilitative approach to feedback as well as opportunities for residents and fellows to engage with feedback and develop individualized improvement goals. To explore the roles and actions of successful coaches in longitudinal coaching relationships and how they enable feedback processes. Using interpretive description methodology, we performed semi-structured interviews with pediatrics fellows (n=11), faculty coaches (n=9), and program directors (n=2) from 2 pediatric subspecialty fellowship training programs at Ann and Robert H. Lurie Children's Hospital of Chicago. Both training programs had previously implemented longitudinal clinical coaching programs. Interview questions aimed to explore the roles and impacts of coaches within a longitudinal coaching program. Interviews took place in 2019 and 2020. We identified 4 major actions to the coaching role in longitudinal coaching relationships: (1) establish the coach-fellow relationship; (2) prepare for the coaching conversation; (3) facilitate feedback dialogue; and (4) serve as the go-to person to raise uncomfortable issues. Additionally, nearly all participants expressed support for a longitudinal coaching program to support fellows' growth and development of personalized learning goals. By fulfilling these 4 key aspects to the coaching role, coaches in longitudinal relationships with coachees enable feedback processes.

Development and evaluation of two interventions to improve students’ reflection on feedback

National student surveys reveal that feedback is an aspect of the education experience with which students are less satisfied. One method to increase student engagement with their written feedback and to improve feedback literacy is promotion of critical self-reflection on the feedback content. We describe two interventions aimed at improving students’ reflective practices with their feedback. In a School of Psychology at a UK research-intensive university, we designed, implemented and evaluated two interventions to improve students’ reflection on, and engagement with, their feedback. The first intervention was a feedback seminar, which comprised a modified version of the Developing Engagement with Feedback Toolkit, adapted for our context and online delivery. The second intervention was an interactive assessment coversheet that was designed to promote self-reflection and dialogical feedback practices between student and marker. We provide a summary of the development of these interventions and share evaluations of both components. Overall, our evaluation demonstrated that these interventions can be a useful opportunity for students to engage with their feedback practices and develop feedback literacy. However, variability in student experiences and inconsistencies across markers, despite these interventions, were barriers to success. We contextualise this with our own reflections and end with recommendations for educators.