Oral Feedback Research Articles

The multimodal organization of feedback and its documentation: multiactivity during formal, formative reading assessment

This multimodal conversation analytic study draws upon naturally occurring data from formal, formative reading assessments in an elementary school, general education classroom to investigate the interactional practice of documenting feedback. This consists of the ways teachers and students engage in both oral feedback and its written documentation simultaneously during interaction. Such competencies have been underappreciated by educational research on assessment literacies. Moreover, prior interactional research on formal formative assessment has shed light on talk-based practices that enable oral feedback but has nonetheless neglected the embodied and material practices that are necessary for its written documentation. To investigate how talk, embodiment, and materiality enable feedback to be documented within multiactivity, the current study collected instances of the practice from a multimodal corpus of audio-visual recordings and electronic scans of completed assessment materials. Examination of this collection uncovered straightforward, problematic, and complex interactional trajectories as well as their relationships to institutional outcomes. The study concluded that the more participants to formal, formative reading assessment focus on feedback as talk-in-interaction, the less explicitly that talk-in-interaction is represented in the written documents they collaboratively produce. As a result, important details of both teacher interventions and student performances may be rendered opaque in the material record of the assessment events. These findings extend a burgeoning multimodal turn in the interactional analysis of formal formative assessment and aim to provoke subsequent educational research into interactional assessment literacies.

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.

Development of an Electronic Health Record Self-Referral Tool for Lung Cancer Screening: One-Group Posttest Study.

Approximately 14 million individuals in the United States are eligible for lung cancer screening (LCS), but only 5.8% completed screening in 2021. Given the low uptake despite the potential great health benefit of LCS, interventions aimed at increasing uptake are warranted. The use of a patient-facing electronic health record (EHR) patient portal direct messaging tool offers a new opportunity to both engage eligible patients in preventative screening and provide a unique referral pathway for tobacco treatment. This study sought to develop and pilot an EHR patient-facing self-referral tool for an established LCS program in an academic medical center. Guided by constructs of the Health Belief Model associated with LCS uptake (eg, knowledge and self-efficacy), formative development of an EHR-delivered engagement message, infographic, and self-referring survey was conducted. The survey submits eligible self-reported patient information to a scheduler for the LCS program. The materials were pretested using an interviewer-administered mixed methods survey captured through venue-day-time sampling in 5 network-affiliated pulmonology clinics. Materials were then integrated into the secure patient messaging feature in the EHR system. Next, a one-group posttest quality improvement pilot test was conducted. A total of 17 individuals presenting for lung screening shared-decision visits completed the pretest survey. More than half were newly referred for LCS (n=10, 60%), and the remaining were returning patients. When asked if they would use a self-referring tool through their EHR messaging portal, 94% (n=16) reported yes. In it, 15 participants provided oral feedback that led to refinement in the tool and infographic prior to pilot-testing. When the initial application of the tool was sent to a convenience sample of 150 random patients, 13% (n=20) opened the self-referring survey. Of the 20 who completed the pilot survey, 45% (n=9) were eligible for LCS based on self-reported smoking data. A total of 3 self-referring individuals scheduled an LCS. Pretest and initial application data suggest this tool is a positive stimulus to trigger the decision-making process to engage in a self-referral process to LCS among eligible patients. This self-referral tool may increase the number of patients engaging in LCS and could also be used to aid in self-referral to other preventative health screenings. This tool has implications for clinical practice. Tobacco treatment clinical services or health care systems should consider using EHR messaging for LCS self-referral. This approach may be cost-effective to improve LCS engagement and uptake. Additional referral pathways could be built into this EHR tool to not only refer patients who currently smoke to LCS but also simultaneously trigger a referral to clinical tobacco treatment.

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.

Evaluating the effectiveness of sonification in science education using Edukoi

AbstractScience, Technology, Engineering, and Mathematics classes are mainly taught using visual supports. However, the advancement of technology and the increasing efforts to equip schools with digital instrumentation have opened up the possibility of exploring new teaching avenues, such as sonification. We explored the efficacy of sonification in education using a novel interactive tool, Edukoi, in the context of astronomy, which is predominantly disseminated through spectacular images, animations, and visuals. Edukoi is a motion-sensing sonification tool that converts images to sound in real-time for educational applications. Our study, conducted with nearly 150 middle-school students, included a preliminary questionnaire investigating the perception, engagement, and motivation of students towards science; two sessions dedicated to testing Edukoi and assessing the potentiality of the software for the recognition of the colour and the shape of real and sketchy images; and a final second administration of the questionnaire to capture a possible beneficial effect of the use of the tool in the engagement towards science. Results showed the effectiveness of Edukoi in colour recognition and reasonable efficacy in shape identification. Although the questionnaire did not reveal an increment in science engagement over the time of the study, oral feedback from the students was positive. Edukoi presents a possible alternative teaching aid, potentially benefiting diverse learners, including the visually impaired. Further developments of the software are needed to enhance its effectiveness in conveying more complex features such as composite colours or shapes.

Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review

In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.

The affordances of language choice in negotiation of oral peer feedback on L2 writing

Peer feedback has long been an essential part of a process approach to writing in university EFL classrooms. This study examines how the affordances of peer feedback are shaped by students’ language choice. We interviewed 27 Chinese university students in an English writing course about their experiences giving and receiving oral peer feedback on an initial and revised draft of an essay. Semi-structured interviews were analyzed thematically and triangulated with stimulated recall, transcripts of peer review discussions, and content analyses of learners’ incorporation of feedback across essay drafts to better understand perceptions and actions following from language choice during oral peer review of their L2 writing. Findings show that students incorporated 56 percent of oral peer feedback instances when revising, and almost all of these occurred in students’ first language, Chinese. Participants described the L1 affordances of clarity, efficiency, and pragmatics as important considerations when giving oral feedback on peer writing. Through triangulation of oral peer feedback discussions, change across essay drafts, and student interviews, language choice is shown to be a supportive practice for L2 writers in oral peer feedback. In contrast to previous research that suggests that the L1 is used primarily for solving problems and less frequently for discussion of content, our findings show that students chose to use their L1 for peer review because of the perceived support offered for improving their writing – namely, clarity, efficiency, and pragmatics.

Enhancing International Postgraduate Students’ Foreign Language Enjoyment through Oral Corrective Feedback in Chinese Online Classes

Although foreign language enjoyment (FLE) can foster foreign language (FL) learning, FLE resulting from effective pedagogical approaches remains understudied. This study explored whether oral corrective feedback (OCF) can stimulate fluctuations in FLE. The study examined whether foreign language achievement (FLA) improves because of OCF. Sixty-five international postgraduate students were randomly assigned to the experimental and control groups. A modified version of the Foreign Language Enjoyment Scale was used to measure the FLE levels of learners of Chinese as a foreign language. Results revealed that participants’ FLE and FLA in the experimental group increased compared with that of the control group. Semi-structured interview results suggested that teachers’ explicit correction and recasts with metalinguistic feedback increased FLE in learners and facilitated their FLA. Finally, pedagogical implications for FL education and future research orientations were discussed.

E-peer feedback training on L2 writing: A case study of inexperienced learners

Online peer feedback has been widely applied to teaching L2 writing because of its potential benefits. Accordingly, training is one of the prominent factors contributing to the effectiveness of the activity, especially for inexperienced learners. Acknowledging this significant issue, the current study aims to develop a specific online peer feedback training for inexperienced learners based on their performance naturally during the online peer feedback process, followed by an assessment of its effectiveness. Using the qualitative method design that draws upon the sources of data, including students’ online written comments (Google Docs), oral feedback (Zoom recorded), observations, their drafts, and their reflections and responses through semi-structured interviews, this study presents an in-depth analysis of students’ performance toward peer feedback (without training), how the training is developed, and the impacts of training on the students’ practice. Finally, the study discusses pedagogical implications regarding the instructions and training for online peer feedback in teaching L2 writing, which can be applicably adapted for similar EFL or ESL contexts and learner backgrounds.

A scaffolded speaking and writing ELP course for commercial lawyers: An action research case study from an undergraduate law school in Istanbul

The author used action research to implement significant changes to an English for Specific Legal Purposes (ELP) course at a private university in Istanbul to meet the professional discourse needs of Turkish law students. The previous syllabus was focused on American Supreme Court case reports; however most of the students would mainly use English to advise on contracts in commercial law practice. Content and language integrated learning (CLIL) and genre analytical methodologies were used to develop pedagogy for the new syllabus, which was scaffolded so that students began learning the functional organization and lexico-grammatical properties of a contract before participating in an oral advice role play activity and writing a letter of advice about it to a hypothetical client. In conjunction with discussion of the pedagogical rationales for syllabus design and instructional activities, observations of student participation in the oral advice activity and feedback on a student example of the letter assessment are presented to critically reflect on the utility of this ELP course designed to help undergraduate law students to discursively function as lawyers, especially those learners from non-English speaking backgrounds, who need to communicate in English as the primary lingua franca for international legal practice.

“Without the video I wouldn't have known”: An experienced EFL teacher learning to provide oral corrective feedback

AbstractOral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed.

Factors influencing EFL teachers’ provision of oral corrective feedback: the role of teaching experience

ABSTRACT This study highlights critical factors influencing English as a Foreign Language (EFL) teachers’ decisions to provide in-class oral corrective feedback (OCF). It explores the interplay between teachers’ individual differences – namely educational background, teaching experience, and additional training – and their decisions regarding OCF. EFL teachers in three Turkish universities each had three hours of their speaking classes recorded. A thematic analysis of stimulated recall interview data revealed that teachers’ decisions were influenced by learner-related, contextual, and teacher-specific factors. The teachers stated that they provided OCF because they believed that learners expected it. Learner-related factors such as emotions and low proficiency served as deterrents to OCF. Regarding the contextual factors, institutional expectations motivated the provision of OCF, while the nature of activities dissuaded teachers from administering OCF. The teacher factor most commonly cited as a stimulus for providing OCF was the inclination to elicit the correct form from students. The teachers were reluctant to provide OCF because they favoured delayed feedback at the end of the activity or lesson. Regression analysis of the video data revealed that only teaching experience contributed significantly to teachers’ decision-making. The role of teaching experience is discussed, and suggestions are made regarding the provision of OCF.

Exploring the relationship between teachers' beliefs and practices of oral corrective feedback in synchronous computer-mediated communication

This study investigated the relationship between the EFL teachers' beliefs about oral.corrective feedback (OCF) and their actual teaching practices in the context of.synchronous computer-mediated communication (SCMC). It aimed to understand the.extent of in/consistency between the teachers’ OCF practices and beliefs.regarding the significance of OCF, types of OCF strategies and the types of errors.receiving OCF.Data were collected through two instruments: observations for the.purpose of exploring the teachers’ actual OCF practices and a questionnaire to.uncover OCF beliefs.It was found that the teachers expressed strong beliefs.about their awareness of the significance of OCF, which, however, was not.reflected in the frequency of OCF provision. The results also indicated that recasts.were the most frequently employed form of feedback, which is in line with the overall.preferences reported by the teachers in the questionnaire. Additionally, the teachers considered.pronunciation errors the most significant target of OCF. Nevertheless, vocabulary errors had a substantially higher frequency of corrections. It was also noted that the.teachers stated to adapt their OCF provision in SCMC contexts compared to F2F.classroom settings. The observed in/consistencies were discussed considering the.impact of various belief systems on classroom behaviors and several contextual factors.

Accomplishing feedback through inscription during reading assessment interaction

This paper examines the role of writing in sequences of oral feedback during formal formative reading assessment in an elementary school classroom. Previous research indicates that writing-in-interaction is central to the interactional accomplishment of feedback. The limitations of writing-in-interaction research on feedback for the study of formal formative reading assessment lies in its preoccupation with the planned-use of written inscriptions. Without presuming that inscriptions are planned as resources for feedback, the study asks ‘what role does inscription play in the accomplishment of feedback during formal formative reading assessment interaction?’ Analyzing a single case using ethnomethodologically-inspired conversation analysis, the current study demonstrates how writing done initially to record a student's reading performance emerges later, unplanned, as resource for sequences of diagnostic and instructional interaction. The paper contributes to an understanding of inscription as a practical technology for formative assessment, and demonstrates how the formal assessment of reading performance is interactionally accomplished.

Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School

This study investigates the occurrence and various types of oral feedback within the English as a Foreign Language (EFL) classroom environment among third-grade students at an international high school in Sarajevo. The research aims to comprehend the nature and frequency of oral feedback provided by teachers to students during classroom interactions. Through qualitative analysis and observations, this study examines the diverse forms of oral feedback utilized by teachers and evaluates their impact on student learning and language acquisition. The methodology involves classroom observations of both teachers and students to gather comprehensive data on the types, patterns, and effectiveness of oral feedback. The findings of this research contribute to a better understanding of oral feedback strategies in EFL classrooms, offering insights into its significance in enhancing students' language proficiency and fostering an interactive learning environment.

Missed Opportunities: Oral Corrective Feedback, Heritage Learners of Spanish, and Study Abroad in Peru

Abstract This study explores how negative attitudes toward U.S. Latinx students during a study abroad program can be embodied and transmitted through instructional practices that result in missed opportunities for learning Spanish as a heritage language. Specifically, we employ ethnographic and discourse analytic methods to examine one teacher’s oral corrective feedback (OCF) practices involving two Latina students in the context of a Spanish-immersion program in Cuzco, Peru. Our analysis identifies how OCF can be imbued with deficit-based language ideologies and limit the Spanish language input that heritage learners receive during study abroad. We describe how particular OCF practices validated the school’s curricular focus on prescriptive grammar, involved the exclusionary use of grammar terms, and stigmatized heritage learners’ knowledge and abilities in Spanish. Our findings demonstrate a need for critical approaches to language pedagogy, teacher training, and program design that meet the educational needs of this growing population of study abroad students.

Teacher practices and student preferences of oral corrective feedback in Indonesian EFL classrooms: A Vygotskian perspective

Oral corrective feedback (OCF) is considered a salient pedagogical process which teachers use to assist students to enhance their language learning. Less is known about which feedback practices students prefer or consider effective for particular language learning processes. From a sociocultural perspective, this study investigated the extent of congruency between teacher practices and student preferences for OCF in Islamic Senior High Schools in Indonesia. Using a mixed-methods approach, quantitative data were collected from 444 students using a five-point Likert scale and administered across one province. Complementary data were collected from classroom observations, teacher interviews and student focus groups. The analyses of these multiple datasets illustrate that teacher practices are not congruent with student preferences for OCF. Findings show that students favour feedback on vocabulary errors, whereas in practice, teachers respond more often to pronunciation errors. Students prefer negotiated feedback, but in practice teachers mostly use clarification requests. The groups are aligned in relation to one area; students indicate a preference for teacher feedback, likewise teachers’ practice demonstrably favours teacher feedback. Pedagogically, the findings indicate a need for teachers to transform their conceptual understanding and practices of OCF to better support student collaboration and mutual meaningful scaffolding for L2 development.

Implementation and Impact of an Adapted Digital Perioperative Competency-Building Tool to Enhance Teaching, Learning And Feedback in Postgraduate Competency-Based Medical Education

The purpose of this educational intervention was to introduce, iteratively adapt, and implement a digital formative assessment tool in a surgical speciality. The study also evaluated the intervention's impact on perioperative teaching, learning, feedback, and surgical competency. A participatory action research model with a mixed methods approach. This study was performed over 10 months in an institutional hospital in South Africa with a general surgery department. Twelve supervising surgical trainers/faculty and 12 surgical trainees/residents consented to participate in the intervention. The first 4 months of the intervention focused on relationship building, a multi-stakeholder contextual needs assessment and training sessions to support a shared mindset and shift in the teaching and learning culture. The final adapted perioperative competency-building tool comprised a 23-item assessment with four open-text answers (Table 1). Over the following 6-month period, 48 workplace-based competency-building perioperative evaluations were completed. Most trainees took less than 5 minutes to self-assess (67%) before most trainers (67%) took less than 5 minutes to give oral feedback to the trainee after the perioperative supervised learning encounter. On average, the digital tool took 6 minutes to complete during the bidirectional perioperative teaching and learning encounter with no negative impact on the operational flow. All trainers and trainees reported the training and implementation of the digital tool to be beneficial to teaching, learning, feedback, and the development of surgical competency. Analysis of the completed tools revealed several trainees showing evidence of progression in surgical competency for index procedures within the speciality. The focus groups and interviews also showed a change in the teaching and learning culture: more positively framed, frequent, structured, and specific feedback, improved accountability, and trainee-trainer perioperative readiness for teaching. Highlighted changes included the usefulness of trainee self-assessment before perioperative trainer feedback and the tool's value in improving competency to Kirkpatrick Level 4. Implementing an adapted digital Workplace-Based Assessment (WBA) tool using a participatory action research model has proven successful in enhancing the effectiveness of supervised perioperative teaching and learning encounters. This approach has improved teaching and feedback practices, facilitated the development of surgical competency, and ultimately impacted the overall culture to Kirkpatrick level 4. Importantly, it has positively influenced the trainee-trainer relationship dynamic. Based on these positive outcomes, we recommend using this effective method and our relationship-centred framework for implementing formative competency-building tools in future studies. By doing so, larger-scale and successful implementation of Competency-Based Medical Education (CBME) could be achieved in various contexts. This approach can potentially enhance teaching and learning encounters, promote competency development, and improve the overall educational experience for surgical trainees and trainers.

Preferred Oral Corrective Feedback through Existing Internalized Language Prejudice of Students in the Philippines

Following the 2022 Program for International Student Assessment (PISA) test results, it was found out that the Philippines ranked 76th in reading comprehension among 81 PISA-participating countries. Students from the Philippines are still among the least proficient in the world in reading comprehension. With the country performing below the standards and criterion set by the organization, the researchers investigate internalized language prejudice as learners’ primary obstruction in acquiring the English language. Provided that the Oral Corrective Feedback (OCF) is essential for students’ learning process and performing separate functions in acquiring the English language, this paper aims to figure out their preferred OCF in acquiring the language. Furthermore, the proponents of the study delve into the reasons of the selected students when given an OCF in connection and relevance with how internalized language prejudice, stereotypes, and preconceived notions come into play in terms of the effectiveness of the English language learning and teaching. Lastly, the paper used mixed methods in gathering data: quantitative through an online survey form and qualitative through Focus Group Discussions (FGD).

Models of Video Feedback for Youth Athletes Performing an American Football Tackle.

Video feedback is an expeditious method for improving athlete safety when performing activities with an inherent risk of injury. Providing appropriate and validated feedback during tackling training in American football may be a mechanism for athletes to learn safe tackling performance. To determine the effect of video feedback in the instruction of tackling form. Controlled laboratory study. Laboratory. A total of 32 youth football athletes (28 boys, 4 girls; age = 11.8 ± 0.8 years) participated in 1 day of training. Of those, 14 participants completed 2 additional days of training and a 48-hour retention and transfer test. Video feedback using self as model, expert as model, combined self and expert model, and oral feedback to promote safe tackling performance in a laboratory environment. Shoulder extension, cervical extension, trunk angle, pelvis height, and step length by training block and over time. For the 1-day training group, main effects for time were observed for shoulder extension (P < .01), cervical extension (P = .01), pelvis height (P < .01), and step length (P < .01), with better performance for pelvis height and step length after combined feedback. For the 3-day training group, main effects of time were identified in pelvis height (P < .01) and step length (P < .01), with combined feedback showing better performance than other methods in shoulder extension and pelvis height. Combined feedback resulted in better performance compared with its component parts and oral feedback alone. In the combined model, participants viewed both their performance and the expert model, enabling them to see the difference between current and required performance. Combined feedback may be superior to other forms of feedback in improving movement performance. This effect can be generalized across disciplines that provide instruction and feedback in movement.