Spoken Feedback Research Articles

Toward Hate Speech Analysis: Sentiment Analysis for Food Brands Review on Twitter

Social media has been a real-world sensor to observe the pulse of society. Although it provides unique communication opportunities, it also brings along vital challenges. One of them is hate speech, which attacks a single individual or targeted groups. Previous researchers claim that among social networks, the Twitter platform is mostly used to spread hate speech. However, data on a larger scale makes it hard to capture and understand the nature of hate speech on Twitter within specific food brands. In this study, sentiment analysis techniques were used to filter hate speech on Twitter and on three popular food brands in Malaysia. This study was conducted in five phases, namely raw data collection, pre-processing, sentiment analysis, visualization, and performance evaluation. This corpus consists of 28,898 data samples based on user tweet searches. A Twitter API was created and SQLite was used to store all the sample data. VADER sentiment analysis is used to classify tweet sentiment into positive, negative, and neutral. In the visualization phase, these three food brands are visualized using a histogram to gain sentiment analysis insights. Then, three machine learning methods were implemented to predict the best model for sentiment analysis. The Decision Tree classifier outperforms the average accuracy in Support Vector Machine and Logistic Regression with 99.99% for the training data set. This study provides insights to assist humans in making decisions. With the growth of opinions expressed in multimedia on social media, such as spoken feedback on Twitter, sentiment analysis has the potential to become a more news aggregation and low-cost endeavour.

Pre-service Teachers’ Responses to Peer Spoken Feedback in Micro Teaching Class

Feedback has been investigating for many years. Previous studies have proved that feedback is a powerful tool which teacher can use to foster students’ achievement. Students can obtain feedback from their peers, teachers, or themselves as a reflection. Feedback can be given through different mode, namely, written or spoken. This survey research aims to examine pre-service teachers’ responses to peer spoken feedback in micro teaching class. This research was conducted in Micro Teaching class F at English Language and Education Study Program of Sanata Dharma University. There were twenty-three participants in this study. Questionnaire and interview were used to gather the data. Based on the findings, the students have positive response towards the use of peer spoken feedback in micro teaching class. The students’ positive response can be seen from their attitude and motivation. The students have positive attitude to the use of peer spoken feedback. They were pleased in the peer spoken feedback activity. The students willing to engage in the activity of peer spoken feedback as well. The students showed the desired response. Through attainning peer spoken feedback, the students became more well-prapared in the teaching practice. Moreover, the students were motivated to perform a better teaching perfromance in the next teaching practice. Key Words: micro teaching, peer spoken feedback, response

Towards efficient human\u2013machine collaboration: effects of gaze-driven feedback and engagement on performance

Referential success is crucial for collaborative task-solving in shared environments. In face-to-face interactions, humans, therefore, exploit speech, gesture, and gaze to identify a specific object. We investigate if and how the gaze behavior of a human interaction partner can be used by a gaze-aware assistance system to improve referential success. Specifically, our system describes objects in the real world to a human listener using on-the-fly speech generation. It continuously interprets listener gaze and implements alternative strategies to react to this implicit feedback. We used this system to investigate an optimal strategy for task performance: providing an unambiguous, longer instruction right from the beginning, or starting with a shorter, yet ambiguous instruction. Further, the system provides gaze-driven feedback, which could be either underspecified (“No, not that one!”) or contrastive (“Further left!”). As expected, our results show that ambiguous instructions followed by underspecified feedback are not beneficial for task performance, whereas contrastive feedback results in faster interactions. Interestingly, this approach even outperforms unambiguous instructions (manipulation between subjects). However, when the system alternates between underspecified and contrastive feedback to initially ambiguous descriptions in an interleaved manner (within subjects), task performance is similar for both approaches. This suggests that listeners engage more intensely with the system when they can expect it to be cooperative. This, rather than the actual informativity of the spoken feedback, may determine the efficiency of information uptake and performance.

Speaking Secrets: Epilepsy, Neurosurgery, and Patient Testimony in the Age of the Explorable Brain, 1934-1960.

This article examines the role of Wilder Penfield's patients in early neurosurgeries for epilepsy at the Montreal Neurological Institute from the 1930s to 1950s. Shifting the focus from scientific discoveries that emerged as a result of Penfield's unprecedented "exploration" of the brain, this piece considers how patients contributed to the creation of such knowledge through their spoken feedback, both within and beyond the operating room. Correspondingly, it examines the personal and social contexts under which patients elected for surgery. Tracing an underexplored social history of Penfield's patients through more than sixty clinical records, it suggests that making knowledge about the brain was a multidirectional process in which patients meaningfully participated, and in which their experiences of epilepsy and motivations for surgery were significant.

EFFECTS OF THREE FEEDBACK FORMS ON LEARNING THROUGH A COMPUTER-BASED TUTORIAL

This study investigated the effects of three forms of immediate feedback in a foreignlanguage computer-based tutorial. Fifty-six undergraduate students from theUniversity of Toledo were randomly assigned to four groups corresponding to fourversions of the tutorial (version with spoken feedback, version with written feedback,version with written/spoken feedback, version with no feedback). Each subject inhis/her respective group ran the tutorial on the Macintosh computer and received theappropriate feedback delivered by the computer. Three hypotheses were tested. Afterthe completion of the experiment, two post-tests (immediate and delayed) wereadministered. The first hypothesis was partially supported; the other two were rejected.The results of this study partly confirms some previous research findings. Furtherresearch should consider the language in which the feedback is provided and thesubjects' preferred feedback forms.

Literacy-oriented pedagogy in the advice of experienced language teachers as prospective practicum assessors

This study reports the impact of a professional development course on experienced, highly qualified secondary school teachers of English as a foreign language in preparation for their becoming paid assessors of student teachers on practicum. The course concerned a literacy-oriented pedagogy informed by literacy pedagogical content knowledge (LPCK). The course view of LPCK was contested disciplinary change from traditional sentence-based pedagogical content knowledge (PCK) about language to a genre-based view of both language learning and intellectual development as literacy development. The course providers were teacher educators committed to the new pedagogy because of its perceived relevance to social justice, that is, equal opportunity for students’ development of academic English for tertiary English-medium study necessitated largely by the globalization of education. The course outcomes, in the form of the participants’ spoken feedback to student teachers on practicum about 4 months after the course, were examined for evidence of teachers’ course-compatible LPCK. The feedback was found to exhibit rather minimal evidence of the LPCK introduced in the course. Significantly, these findings were in contrast to those of Love's working with first language novice teachers. Personal, pedagogical and contextual reasons are proposed for the difficulties arising when experienced language teachers are faced with new roles and pedagogical orientation.

Investigating Effective Feedback Practices for Pre‐service Teacher Education Students on Practicum

This investigation asked a small group of student teachers participating in their first pre‐service teaching practice in New Zealand to state what they understood by the term feedback, how they expected to be given feedback, what they hoped to gain from the feedback they received, and what they found useful, particularly in relation to influencing their professional teaching practice. The students completed the same questionnaire on four different occasions during their first block of professional teaching practice: after the observing lecturer visit; at a mid‐placement meeting with their lecturer; at a one‐to‐one debriefing session with their lecturer; and after the marking of an assignment related to their professional teaching practice. The findings suggest that specific, spoken feedback was the most consistently given and useful mode of feedback. The students received a wider variety and range of feedback than they had expected and indicated that it had more than met their expectations and given them clear focus and direction for their future professional teaching practice.

Intervention using talking word processing software: An aphasia case study

An adult with mild aphasia (Mr. C) participated in an 8-week intervention program addressing written language. This case study reports the impact of using a talking word processing program on the frequency of errors in written language. The examiner tallied word-level substitution, addition, omission, and spelling errors for preintervention, intervention, and postintervention written language samples. An immediate decrease in overall error rate occurred when Mr. C used the talking output feature to edit his written language. The frequency of errors also decreased from preintervention to postintervention samples written without the assistance of computerized spoken feedback. Subjective ratings by 20 adults revealed a significant change in overall writing quality.

The Effects on Children’s Writing of Adding Speech Synthesis to a Word Processor

AbstractSynthesized speech was added to a word processor used by students in Grades 2 and 5. Each subject wrote four stories on a microcomputer and received spoken feedback from a speech synthesizer while writing two of these stories. It was hypothesized that stories produced in the spoken feedback condition would be longer, would be edited more, and would be of higher quality than those written without spoken feedback. It was also hypothesized that spoken feedback would be related to increased motivation and audience awareness. Results indicated that children did more editing and preferred to write using the spoken condition. Suggestions for future research efforts and classroom applications of a “talking” computer are offered.

Sources of Human Error in Data Entry Tasks Using Speech Input

Where speech recognition devices are used for entering data, some form of feedback is usually provided so that recognition errors can be detected and corrected. The present experiments were designed to investigate how the accuracy of data entry is influenced by the type of feedback used and by the structure of the error correction dialogue. Experiment 1 compared the effects of visual and spoken feedback delivered either after each item or at the end of the data string. With visual feedback, most failures to achieve correct data entry occurred when subjects failed to detect recognition errors. Spoken feedback was much more closely monitored, but with word-by-word feedback, subjects had difficulty in recovering from mis-recognitions in the error correction dialogue. Experiment 2 was designed to examine possible interactions between presentation and feedback modalities when data strings were entered from memory. Although there was some evidence of an interaction, the effects were small in relation to the much greater disruption of memory caused by correction of recognition errors in midentry. The implications of these findings for the design of feedback and error correction dialogues are discussed.

Monitoring speech recognizer feedback during data entry from short‐term memory: A working memory analysis

Subjects recalled items from short‐term memory by speaking into a speech recognizer. Two experiments examined effects of the type of feedback provided by the device during this data entry task. Three types of feedback were compared, varying in: modality, either auditory or visual; timing, either concurrent or terminal, and specificity, either verbal or nonverbal. Recognizer performance was better with concurrent feedback than with terminal feedback and better with nonverbal feedback than with verbal feedback. In terms of the efficiency of memory (the number of errors and the rate of data throughput), performance was more impaired by concurrent verbal feedback than by nonverbal feedback. Two main functional features of feedback in automatic speech recognition were identified: (1) the degree of similarity between the feedback and the phonologically‐coded information held in short‐term memory, which pointed to the dangers of spoken feedback and to a lesser extent the use of verbal visual feedback, and (2) th...