SummaryA question that received considerable interest from language teachers and researchers alike is what corrective feedback (CF) should look like to be maximally beneficial to learners’ second language development. This chapter zooms in on two feedback types that have been distinguished in the CF literature: focused and unfocused CF. After a careful characterization of these two feedback options, theoretical, methodological, and pedagogical arguments are discussed for both of them. The chapter furthermore provides a synthesis of oral and written feedback studies into the (relative) value of focused and unfocused CF. It concludes with suggestions for further research and implications for L2 classrooms.
DOCUMENT
From the article: "AbstractFeedback plays a central role in learning. Crucial to this is the nature and timing ofthe feedback. This experimental study explores the efficacy of immediate computer-mediated feedback within a virtual reality environment designed to facilitate thedevelopment of pre-university students' presentation skills. Two conditions wereestablished to assess the efficacy: immediate computer-mediated feedback; a controlcondition of delayed expert-mediated feedback. Results showed improvement butno statistically relevant difference in performance gains between the two conditions,suggesting both can facilitate learning. Furthermore, students perceived the environ-ment to be an effective and motivating platform in which to practise presentationskills. For educators seeking viable alternatives to face-to-face presentation practiceand feedback, the finding that immediate computer-mediated feedback is potentiallyas effective in aiding presentation performance is crucial for two reasons: first, itexpands practice opportunities for students; second, it could result in less pressureon resources, including time and staffing."
LINK
Habitual behavior is often hard to change because of a lack of self-monitoring skills. Digital technologies offer an unprecedented chance to facilitate self-monitoring by delivering feedback on undesired habitual behavior. This review analyzed the results of 72 studies in which feedback from digital technology attempted to disrupt and change undesired habits. A vast majority of these studies found that feedback through digital technology is an effective way to disrupt habits, regardless of target behavior or feedback technology used.
DOCUMENT
The pervasiveness of wearable technology has opened the market for products that analyse running biomechanics and provide feedback to the user. To improve running technique feedback should target specific running biomechanical key points and promote an external focus. Aim for this study was to define and empirically test tailored feedback requirements for optimal motor learning in four consumer available running wearables. First, based on desk research and observations of coaches, a screening protocol was developed. Second, four wearables were tested according to the protocol. Third, results were reviewed, and four experts identified future requirements. Testing and reviewing the selected wearables with the protocol revealed that only two less relevant running biomechanical key points were measured. Provided feedback promotes an external focus of the user. Tailoring was absent in all wearables. These findings indicate that consumer available running wearables have a potential for optimal motor learning but need improvements as well.
DOCUMENT
Feedback is one of the most powerful tools teachers can use to enhance student learning. In 2006, the Dutch Inspectorate of Education concluded from classroom observations that it is difficult for Dutch teachers to give their students good feedback in order to stimulate students' learning process and developmental progress. Similar problems were revealed in other school levels and countries, for example in secondary education and in Finland. Giving feedback during active learning may be even more troublesome for teachers. During active learning, students are working in small groups on different learning goals and undertake different learning activities at the same time. They need to achieve task-related goals as well as to develop the meta-cognitive knowledge and skills that are needed for active learning. Yet, teachers often seem unable to provide the feedback that is needed and they do not know how to support the development of meta-cognitive knowledge and skills.Therefore, this research project focused on ways to improve primary school teachers' feedback giving practices during active learning. The central research question is: How can primary school teachers learn to give optimal feedback to pupils during active learning? To answer this question, five studies have been conducted. In the first study, knowledge regarding teachers' feedback practices was gathered. A category system was developed based on the literature and empirical data. A total of 1465 teacher-student interactions of 32 teachers who practiced active learning in the domain of environmental studies in the sixth, seventh or eighth grade of 13 Dutch primary schools were videotaped and assessed using this system. Results showed that about half of the teacher-student interactions contained feedback. This feedback was usually focused on the tasks that were being performed by the students and on the ways in which these tasks were processed. Only 5% of the feedback was explicitly related to a learning goal. In their feedback, the teachers were directing (rather than facilitating) the learning processes. During active learning, however, feedback on meta-cognition and social learning is important. Feedback should be explicitly related to learning goals. In practice, these kinds of feedback appear to be scarce. In the second study, the problems these 32 primary school teachers perceive and the beliefs they hold regarding the provision of feedback were investigated. A writing task and an interview were conducted. It appeared that teachers believed that conditional teacher skills, especially time management, hindered them most from giving good feedback. The most widely held belief was that 'feedback should be positive'. Teachers also believed that it is important to adopt a facilitative way of giving feedback, but they found this difficult to implement. Only some teachers believed goal-directedness and a focus on student meta-cognition were important during active learning and teachers did not perceive problems regarding these aspects. In the third study, a professional development program (PDP) was developed, implemented and evaluated. The goals and content of the PDP were based on a review of the literature regarding feedback and active learning and on the results of the preceding studies. The design of the PDP was based on the extant literature regarding the features which are considered to be important for PDPs, including structural features, goal setting and characteristics of the professional development activities that are part of the program. Effects of this PDP on 16 primary schoolteachers' knowledge, beliefs, perceived problems and classroom behavior were examined via observations, a writing task and a questionnaire prior and twice after the program was implemented. Results showed that several aspects of feedback during active learning were improved, both in the short and in the long term. For example, teachers learned to believe that feedback must be goal-directed and that learning goals need to be communicated to students. In the classrooms, teachers related their feedback more often explicitly to the learning goals. In the fourth study, the extent to which teachers attributed the success of the PDP to each of the purposefully implemented features of the PDP was examined. The 16 teachers that participated in the PDP completed a questionnaire and four focus group interviews were conducted. Results indicated that teachers value most features quite highly; all features contributed to teachers' professional development according to the teachers themselves. The qualitative data was used to illustrate and specify the theoretical knowledge regarding the features that appeared to be effective in PDP's. Finally, in the fifth study, the learning process of two of the participating teachers was described in detail. Written reflections, as well as videotaped reflections during the video interaction training meetings were analyzed and related to the effects of the PDP on both teachers' knowledge, beliefs, perceived problems and classroom behavior during te course of the PDP. By relating the learning processes of these two teachers to the literature regarding professional development, we aimed for a rich understanding of the impact of the PDP on teachers' professional development.
DOCUMENT
Background: Given the demands posed by excessive practice quantities in modern dance, physical and mental health can be compromised. Therefore, there is a need to consider how quality of practice may be improved and possibly even reduce training times. Sports literature has shown that instructions and feedback given by coaches can have an effect on the quality of training and influence self-regulation and the performance of athletes. However, currently little is known about the use of instructions and feedback by dance teachers. The aim of the current study was, therefore, to examine the type of instructions and feedback given by dance teachers during various dance classes. Methods: A total of six dance teachers participated in this study. Video and audio recordings were made of six dance classes and two rehearsals at a contemporary dance university. The dance teacher’s coaching behavior was analyzed using the modified Coach Analysis and Intervention System (CAIS). Additionally, feedback and instructions were also examined in terms of their corresponding focus of attention. Absolute numbers, as well as times per minute (TPM) rates were calculated for each behavior before, during, and after an exercise. Absolute numbers were also used to calculate ratios of positive-negative feedback and open-closed questions. Results: Most feedback comments were given after an exercise (472 out of 986 total observed behaviors). Improvisation had the highest positive-negative feedback ratio (29) and open-closed questions ratio (1.56). Out of the focus of attention comments, internal focus of attention comments were used most frequently (572 out of 900). Discussion/conclusion: The results make clear that there is a large variability in instructions and feedback over teachers and classes. Overall, there is room for improvement toward a higher positive-negative feedback ratio, a higher open-closed question ratio and producing more comments eliciting an external focus of attention.
DOCUMENT
From the article: "Whilst the importance of online peer feedback and writing argumentative essays for students in higher education is unquestionable, there is a need for further research into whether and the extent to which female and male students differ with regard to their argumentative feedback, essay writing, and content learning in online settings. The current study used a pre-test, post-test design to explore the extent to which female and male students differ regarding their argumentative feedback quality, essay writing and content learning in an online environment. Participants were 201 BSc biotechnology students who wrote an argumentative essay, engaged in argumentative peer feedback with learning partners in the form of triads and finally revised their original argumentative essay. The findings revealed differences between females and males in terms of the quality of their argumentative feedback. Female students provided higher-quality argumentative feedback than male students. Although all students improved their argumentative essay quality and also knowledge content from pre-test to post-test, these improvements were not significantly different between females and males. Explanations for these findings and recommendations are provided"
MULTIFILE
Uit de publicatie: "Dit artikel beschrijft het ontwikkelproces van een telemetriesysteem om de loopactiviteiten van mensen na een beroerte betrouwbaar te meten en hierover feedback te geven aan de patiënt en de fysiotherapeut op afstand. Het FESTA (FEedback to STimulate Activity)-systeem bestaat uit een accelerometer en een intelligent docking station. De patiënt moet overdag de accelerometer op de onderrug dragen en ’s avonds in het docking station plaatsen. Het docking station berekent uit de meetgegevens een aantal loopparameters en vergelijkt deze met het door de fysiotherapeut gestelde doel. De informatie wordt per e-mail naar de fysiotherapeut gestuurd en de patiënt ontvangt motiverende feedback op een display. De eerste reacties van de gebruikers op het prototype zijn positief, ook al valt er nog wel wat te verbeteren."
LINK
Eating rate is a basic determinant of appetite regulation, as people who eat more slowly feel sated earlier and eat less. Without assistance, eating rate is difficult to modify due to its automatic nature. In the current study, participants used an augmented fork that aimed to decelerate their rate of eating. A total of 114 participants were randomly assigned to the Feedback Condition (FC), in which they received vibrotactile feedback from their fork when eating too fast (i.e., taking more than one bite per 10 s), or a Non-Feedback Condition (NFC). Participants in the FC took fewer bites per minute than did those in the NFC. Participants in the FC also had a higher success ratio, indicating that they had significantly more bites outside the designated time interval of 10 s than did participants in the NFC. A slower eating rate, however, did not lead to a significant reduction in the amount of food consumed or level of satiation.These findings indicate that real-time vibrotactile feedback delivered through an augmented fork is capable of reducing eating rate, but there is no evidence from this study that this reduction in eating rate is translated into an increase in satiation or reduction in food consumption. Overall, this study shows that real-time vibrotactile feedback may be a viable tool in interventions that aim to reduce eating rate. The long-term effectiveness of this form of feedback on satiation and food consumption, however, awaits further investigation.
DOCUMENT
Study selection: Randomized controlled trials published after 2007 with (former) healthcare patients ≥ 21 years of age were included if physical activity was measured objectively using a wearable monitor for both feedback and outcome assessment. The main goal of included studies was promoting physical activity. Any concurrent strategies were related only to promoting physical activity. Data extraction: Effect sizes were calculated using a fixed-effects model with standardized mean difference. Information on study characteristics and interventions strategies were extracted from study descriptions. Data synthesis: Fourteen studies met the inclusion criteria (total n = 1,902), and 2 studies were excluded from meta-analysis. The overall effect size was in favour of the intervention groups (0.34, 95% CI 0.23–0.44, p < 0.01). Study characteristics and intervention strategies varied widely. Conclusion: Healthcare interventions using feedback on objectively monitored physical activity have a moderately positive effect on levels of physical activity. Further research is needed to determine which strategies are most effective to promote physical activity in healthcare programmes. Lay Abstract Wearable technology is progressively applied in health care and rehabilitation to provide objective insight into physical activity levels. In addition, feedback on physical activity levels delivered by wearable monitors might be beneficial for optimizing their physical activity. A systematic review and meta-analysis was conducted to evaluate the effectiveness of interventions using feedback on objectively measured physical activity in patient populations. Fourteen studies including 1902 patients were analyzed. Overall, the physical activity levels of the intervention groups receiving objective feedback on physical activity improved, compared to the control groups receiving no objective feedback. Mostly, a variety of other strategies were applied in the interventions next to wearable technology. Together with wearable technology, behavioral change strategies, such as goal-setting and action planning seem to be an important ingredient to promote physical activity in health care and rehabilitation. LinkedIn: https://www.linkedin.com/in/hanneke-braakhuis-b9277947/ https://www.linkedin.com/in/moniqueberger/
MULTIFILE
