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This study investigates the effectiveness of feedback provided by teachers versus feedback generated by the Write & Improve platform in enhancing the writing skills of senior undergraduate students enrolled in a "two foreign language" program at a private university in Kazakhstan. The quasi-experimental design involved four teachers, each teaching one control and one experimental class, totaling eight groups of students. Pre- and post-tests were conducted over a period of five weeks, focusing on task achievement, coherence and cohesion, lexical resource, grammar and accuracy, and overall score. Data analysis included descriptive statistics, Mann-Whitney U tests for pre-test comparisons, and MANCOVA analyses for post-test comparisons. Results show no significant difference in the impact of Write & Improve feedback compared to traditional teacher feedback across multiple dimensions of the writing test, both within individual teachers' classes and when combined. Longitudinal analysis reveals fluctuating scores over time with no consistent improvement. Thus, the study concludes that the Write & Improve tool is equally effective as teacher feedback in improving students' writing skills. This implies that educational institutions can potentially integrate technology-based feedback systems like Write & Improve alongside traditional teaching methods to enhance student learning outcomes in writing proficiency. [ABSTRACT FROM AUTHOR]

The purpose of the present research was to examine the interplay between teacher feedback, parental involvement and peer support and on homework engagement of students. The research adopted correlation research model, and the participants of the research were students (n = 450) in the central region of Turkey. In the research, 'Teacher Feedback in Homework Scale', 'Parental Involvement in Homework Scale', 'Peer Support in Homework Scale' and 'Homework Engagement Scale' were used as data collection instruments. For the analyses, Pearson product–moment correlation and hierarchical multiple regression analyses were performed. The results showed that all research variables have a positive significant correlation with each other. Also, the analysis indicated that teacher feedback, parental involvement and peer support predicted homework engagement of students significantly. [ABSTRACT FROM AUTHOR]

In a social cognitive framework, teacher feedback is a relational influence that is particularly significant in shaping learners' vocational self-concept during childhood—a critical stage for career development. This study examines the relationships among perceived teacher feedback, children's competence perceptions, interests, and achievement in two core curriculum subjects: native language (Portuguese) and mathematics. The sample comprises 409 fourth-grade students (51% male), aged between 9 and 13 years, who completed self-report questionnaires. Structural equation modeling analysis revealed that positive feedback in reading and mathematics is significantly associated with children's perceived competencies in Portuguese language and mathematics, respectively. Furthermore, perceived competencies accounted for the indirect effects of feedback on both interests and grades. Conversely, negative feedback had a detrimental effect on all variables. Implications, limitations, and future directions for children's career development will be discussed. [ABSTRACT FROM AUTHOR]

AbstractWhile students’ epistemic claims have garnered scholarly interest, teachers’ uses of such claims in classroom discourse have received much less attention. This conversation-analytic study fills this gap by examining uses of explicit claims of understanding (e.g. I understand the question; I know whatchu mean) in L2 classrooms. Our analysis shows that these claims can be employed to respond to two types of student contributions: first, students’ persistent trouble with self-repairs of their own grammatical errors; and second, ‘borderline’ answers or suggestions. We show that as part of the teacher’s multi-unit feedback turn, these claims explicitly and ostensibly validate the comprehensibility of the student turn or the logic behind a student contribution. In using such claims, the teacher can (1) momentarily and explicitly shift to language-focused pedagogical work or (2) modulate a prior stance towards the student contribution. Data consist of 26 hours of video-recordings of high-beginner and low-intermediate adult ESL classes. The findings contribute to teacher feedback and error correction literature in L2 classrooms by highlighting how explicit claims of understanding can be marshalled as a resource for developing complex and nuanced responses to learner contributions. They also add to a growing body of work on overt formulations of intersubjectivity in pedagogical talk. [ABSTRACT FROM AUTHOR]

This paper aims to examine the impact of teacher feedback on thesis writing among Master of Education (M.Ed.) students in English Education at Tribhuvan University, Nepal. The study specifically explores students' perceptions of the feedback they receive during their thesis projects and examines how this feedback influences their academic writing and research skills. Recognizing the challenges non-native English speakers face in academic writing, the study states the significance of timely and constructive feedback in promoting academic growth, improving writing skills, and motivating students throughout the thesis writing process. A mixed-methods approach was adopted, utilizing a structured questionnaire to collect both quantitative and qualitative data from thirty purposively selected students actively engaged in thesis writing. The research findings indicated that feedback not only serves a corrective role but also plays an integral part in enhancing students' comprehension of research methodology, data analysis, and adherence to academic writing standards. The findings highlighted the importance of aligning feedback with students' specific needs to maximize its effectiveness. The study concludes by recommending improvements in feedback practices, which could lead to substantial enhancements in student performance and thesis writing outcomes. [ABSTRACT FROM AUTHOR]

Numerous studies in recent decades have shown that teacher feedback significantly influences the sociometric choices of students by their classmates. Most of these studies refer to social referencing theory, which suggests that the teacher’s emotional communication expressing sympathy or antipathy toward the feedback-receiving student influences the perceptions of the feedback-observing classmates. Therefore, the classmates’ emotional competencies could moderate the relationship between teacher feedback and sociometric choices. This study investigates the correlation between teacher feedback, affective empathy, and sociometric choices, taking specific student dyads into account. The research questions are: (1) Is a classmate’s perception of teacher feedback related to their sociometric choice of the feedback-receiving student? (2) Is a classmate’s affective empathy related to their sociometric choices? (3) Does a classmate’s affective empathy moderate the relationship between their perception of teacher feedback and their sociometric choice of the feedback-receiving student? 826 primary school students from 41 classes (49% female, Mage = 9.15) participated in a cross-sectional study. Multilevel models indicate that a classmate’s perception of positive and negative teacher feedback toward a feedback-receiving student and a classmate’s affective empathy are both predictors of their sociometric choices. Furthermore, a classmate’s affective empathy moderates the relationship between negative teacher feedback and their sociometric choices, but not between positive teacher feedback and their sociometric choices. The results suggest that empathic classmates generally seem to make more sociometric choices. However, if a student receives a lot of negative feedback, they are also less likely to get a sociometric choice by an empathic classmate. [ABSTRACT FROM AUTHOR]

Abstract Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless’s (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course. To this aim, a total of 124 intermediate language learners who were homogenized in terms of language proficiency, based on the Common European Framework of Reference for Languages (CEFR), were randomly assigned to an experimental and a control group. A 12-session writing instruction course with specific writing tasks was developed. One group received feedback from peers, while the other group received feedback from the teacher. Findings revealed that peer feedback resulted in better writing in terms of language, content, and organization. It was also found that the peer feedback group could retain their learning in the long run. These findings underscore the effectiveness of peer feedback within the framework of LOA, particularly in teacher-directed settings.

Despite the importance of the perception behind teachers' feedback, it is astonishing to note that there are not many studies regarding how teachers provide feedback. Drawing upon Ellis’ (2009) typology of written Corrective Feedback (CF), this study explored the most common feedback types provided by EFL teachers. Moreover, the study aimed at finding out whether teachers’ teaching experience and learners’ proficiency level had any bearing on the type of feedback the teachers provided. Eleven teachers provided feedback on 301 descriptive essays written by EFL students in English. The findings revealed that teachers mostly tended to employ direct CF to correct their students’ linguistic errors. This was followed by indirect CF and metalinguistic CF, respectively. It came to light that focused CF, electronic feedback, and reformulation had no popularity among Iranian EFL teachers. The experienced teachers opted more for indirect feedback while the inexperienced ones preferred direct feedback. Teachers were more inclined to provide intermediate students with direct CF whereas they provided more indirect CF to the upper intermediate students. The results suggest that not all teachers’ perceptions about feedback can necessarily be rendered into classroom practices and various factors, including culture, society, learners and teachers themselves impact teachers’ beliefs and practices.

RCTs in primary schools in rural China show frequent personalized teacher feedback improves exam scores for Grade 3 (age 9), including those ‘left behind’ by migrating parents. Two terms of biweekly feedback increase math and language scores by 0.15 standard deviations, with an RCT texting results to parents giving 0.26 sd extra math improvement for the left-behind. Some math improvements maintain even 30 months later. Direct costs are under $5/student. Yet identical feedback produces nothing for Grade 5. Information feedback interventions thus have excellent potential, but their fall in impact with age suggests efforts must begin early. [ABSTRACT FROM AUTHOR]

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the widespread use of Learner-Oriented Assessment (LOA) in (English as a Foreign Language EFL classes, concerns persist regarding its suitability for contexts such as Iran. Drawing on Carless's (SHE, 31:219-233, 2006) criteria for LOA, the present study examined the effectiveness of peer and teacher feedback in an academic writing course. To this aim, a total of 124 intermediate language learners who were homogenized in terms of language proficiency, based on the Common European Framework of Reference for Languages (CEFR), were randomly assigned to an experimental and a control group. A 12-session writing instruction course with specific writing tasks was developed. One group received feedback from peers, while the other group received feedback from the teacher. Findings revealed that peer feedback resulted in better writing in terms of language, content, and organization. It was also found that the peer feedback group could retain their learning in the long run. These findings underscore the effectiveness of peer feedback within the framework of LOA, particularly in teacher-directed settings. [ABSTRACT FROM AUTHOR]

With technological advancements, Automated Writing Evaluation (AWE) has garnered increasing interest in L2 writing research, significantly enhancing our understanding of AWE tools' practices and efficacy in L2 writing instruction. However, the relationships between feedback types (teacher vs. AWE) and different dimensions of engagement (cognitive and affective) remain largely underexplored. This study investigates the impact of feedback types on learners' cognitive and affective engagement, as well as their L2 writing development. Seventy-two EFL learners participated as part of their regular English curriculum. Over twelve weeks, students received feedback on their essays from either a teacher or AWE programs. Progress in writing abilities was tracked through measurement tests, and engagement questionnaires were administered. Results indicated that both feedback types improved L2 writing abilities. However, teacher feedback proved more effective in promoting students' cognitive and affective engagement compared to AWE feedback. [ABSTRACT FROM AUTHOR]

Research on students’ perceptions of feedback in higher education has largely focused on students’ general preferences, with little insight into the kind of feedback that students experience. Against this backdrop, the current study investigates students’ reactions to a specific intervention which aimed, using research-informed strategies, to promote teacher and peer formative feedback with two groups of students at a teacher education institution in Norway. The qualitative analysis of 188 written reflections revealed that the students were overwhelmingly positive towards teacher feedback. Peer feedback was valued, though less favourably, suggesting that the role of peer feedback in higher education may need to be reconceptualised to recognise its strengths and acknowledge its limits. Opportunities to engage in feedback dialogue with their instructors were not exploited by the students, leading to the conclusion that such processes may need to be more formally structured and initiated by course instructors. [ABSTRACT FROM AUTHOR]

Previous research on providing feedback on public speaking has investigated the effectiveness of feedback sources, namely teacher feedback, peer feedback, and self-feedback, in enhancing public speaking competence, predominantly individually. However, how these sources of feedback can be collectively harnessed to optimize learner engagement and public speaking performance still warrants further investigation. Adopting a pre- and post-test quasi-experimental design, this study randomly assigned four classes to four feedback conditions: Group 1 received teacher feedback, Group 2 self-feedback and teacher feedback, Group 3 peer and teacher feedback, and Group 4 feedback from all three sources. Both student engagement, measured using the Public Speaking Feedback Engagement Scale (PSFES), and their public speaking performance ratings, assessed using the Public Speaking Competency Instrument (PSCI), were validated using Rasch analysis. The inferential statistics revealed that Group 3 showed significant improvements across nearly all three dimensions of engagement, whereas Group 2 experienced significant declines in all dimensions of engagement except behavioral engagement. Group 3 demonstrated significantly greater engagement gain compared to Groups 2 and 4, indicating the synergistic effect of peer and teacher feedback in contrast to the limited impact of self-feedback. Additionally, all groups demonstrated significant improvements except for Group 2, which showed significantly lower improvement compared to Group 4. The following correlation analysis identified a significant correlation between the gain of students' behavioral engagement and the gain of public speaking performance, whereas such association was absent between cognitive or emotional engagement and public speaking competence. This study suggests that peer feedback should be preceded by group discussion and supplemented with teacher feedback in classes for enhancing the teacher–student dialog, while self-feedback should be conducted after class to improve student engagement and public speaking performance. [ABSTRACT FROM AUTHOR]

This study mainly explored the effects of teacher feedback, peer feedback and automated feedback on the use of metacognitive strategies in EFL writing. Ninety-seven participants were recruited and divided into three groups, who received two months of feedback from teachers, peers and an automatic writing evaluation system, respectively, and then completed English writing tasks. Metacognitive strategies in this study entail planning strategies (including language knowledge accumulation strategies and pre-planning strategies), monitoring strategies (including selective attention strategies and self-monitoring strategies), and self-evaluation strategies. By conducting repeated-measures ANOVA on three groups of participants' use of metacognitive strategies before and after receiving different feedbacks, it was found that there were statistically significant differences in the effects of teacher feedback, peer feedback, and automated feedback on the use of selective attention strategies, whereas there were no statistically significant differences in the impact of those aforementioned types of feedback on other metacognitive strategies. It was also found that automated feedback had a hindrance effect on the use of monitoring strategies, whereas teacher feedback and peer feedback had a promotive effect on the use of all metacognitive strategies. [ABSTRACT FROM AUTHOR]

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

While studies on teacher written feedback and automated writing evaluation (AWE) feedback have proliferated in recent decades, little attention has been paid to how AWE-teacher integrated feedback would influence students' engagement and their writing performance in second language (L2) writing. Against this backdrop, a quasi-experimental design was adopted to address this important gap. In our study, an intervention was implemented in two classes of English major sophomores in China, with a treatment group receiving AWE-teacher integrated feedback and a comparison group receiving teacher feedback. Data were collected from multiple sources over a 13-week semester to explore the Chinese EFL learners' engagement with the integrated feedback and their writing performance. Results showed that the students in the treatment group engaged with feedback more profoundly in behavior and cognition than those in the comparison group while both groups demonstrated similar affective engagement. Furthermore, compared with the comparison group, the treatment group improved their writing performance in content, organization, vocabulary, and language use significantly. Important implications are also discussed. [ABSTRACT FROM AUTHOR]

This study explored the gap between teachers' perceptions of their teaching practice and students' abilities to describe their learning accurately. Using the Verso software as a reflective feedback tool alongside a personalised professional learning program, the research aimed to bridge this disconnect. Post-implementation, student feedback indicated heightened self-awareness and improved metacognitive skills. The Verso software prompted students to engage with their learning introspectively, enabling learners to develop increasingly accurate self-reflective and metacognitive skills. The findings highlight the potential of technology in enhancing professional learning and instructional efficacy.

Academic writing is a substantial component of tertiary education, yet it poses challenges for second/foreign language (L2/FL) students, particularly those first-year undergraduates with limited exposure to English-medium-instruction (EMI) settings. In this context, English-for-academic-purposes (EAP) tutors play a crucial role in supporting these students, but little is known about the nature of their feedback in scholarly discourse. Complicating matters further is the emergence of Generative Artificial Intelligence (GenAI) as a feedback tool, sparking ongoing debate about its efficacy compared to traditional human feedback. To address these gaps, this study investigates the nature of EAP teacher feedback on English-as-a-foreign-language (EFL) disciplinary writing, juxtaposing it against student opinions and attitudes towards both EAP teacher feedback and AI-generated feedback. This study employed a three-layer coding scheme focusing on corrective, genre-specific, and intentional feedback to analyse the nature of EAP teacher feedback in detail. Through a comprehensive analysis of interview themes, this study highlights the significance of EAP teacher feedback in the context of increasing integration of GenAI tools. The findings offer valuable insights into effective practices for supporting first-year EFL undergraduate students in their academic writing within EMI settings and demonstrate the critical role of EAP teacher feedback in assisting these students’ writing in an AI-prevalent world.

The article discusses the importance of feedback literacy for writing teachers, focusing on how an L2 writing teacher education course in Macau helped participants develop feedback knowledge, values, and skills. Through interviews and analysis of teaching materials, the study found that the course improved participants' ability to provide effective feedback and engage students in the writing process. Participants also developed positive attitudes towards feedback and learned to strategically use different feedback methods in their teaching practices. The findings suggest that teacher education courses can have a long-term impact on teacher feedback literacy, highlighting the importance of incorporating feedback literacy in teacher education programs. [Extracted from the article]

Teacher feedback in reading class is closely associated with students' reading achievement. However, the underlying mechanisms of their relationship has been underexplored, especially in cross-cultural contexts. Using Control Value Theory of Achievement Emotions (CVTAE), this study tested the cross-cultural generalizability of reading enjoyment as a mediator between teacher feedback and reading achievement among 536,848 15-year-olds from 75 countries/economies in PISA 2018. Multilevel structural equation modeling (MSEM) results showed that students who perceived more teacher feedback gained more enjoyment in reading activities, and thus scored higher in reading. This relationship was confirmed in 73 out of 75 countries/economies. However, at the school level, this association existed in only 25 of 75 countries/economies. These findings indicate cross-cultural generalization of reading enjoyment as a mediator between teacher feedback and reading achievement only at the student level, which not only provides cross-cultural evidence for CVTAE, but also sheds light on reading instruction of adolescents. [ABSTRACT FROM AUTHOR]

Although some published studies have challenged the importance and efficacy of written corrective feedback (WCF), ESL/EFL tutors continue to value its practice and provide WCF to their students in spite of their time and workload constraints. The development of various automated-feedback applications over the last few years contributed to our understanding of what machine-operated feedback is capable of in comparison to teachers. The release of OpenAI's ChatGPT in 2022 has taken the world by surprise. This AI-operated tool has attracted the attention of students, teachers and researchers in the field of L2 teaching and learning. There are now claims that it has the capabilities for providing WCF on written output. The overarching aim of this study is to compare the quantity and quality of analytical corrective feedback provided and moderated by trained classroom teachers with ChatGPT-generated feedback on the written output of a group of students (English Level CEFR B1) attending an EAP course at an international branch campus of a UK university. Both teachers and ChatGPT used the same analytical marking criteria to mark students' essays and provide feedback on language use and use of academic vocabulary and style. Analysis of results provided valuable insights into the adequacy of the feedback strategy, guidance and polarity, offering a foundation and guidelines for future endeavours to optimize the integration of AI-generated feedback within L2 contexts. Implications and recommendations regarding the potentials/future of using ChatGPT as a feedback tool in L2 are discussed. [ABSTRACT FROM AUTHOR]

Advanced technology offers new opportunities for language learning and teaching. Indeed, the way students receive the teacher's written feedback has adopted innovative technology in an online English as Foreign Language (EFL) writing context. This narrative inquiry investigates six Indonesian students' affective, behavioral, and cognitive engagement with written feedback provided by the teachers in the context of online EFL writing. Data analyzed was gathered from teacher-written comments mediated through the Ms. Word comment column and semi-structured interviews. The research has revealed that the students showed positive affective, behavioral, and cognitive engagement. In behavioral and cognitive engagement, the students show different ways to understand the teacher's written feedback, especially the indirect one, since the level of language proficiency among the students is different. The findings illustrate that the written feedback encourages the students to have a balanced emotion (affective engagement), learn to write collaboratively (behavioral engagement), and assist the students to enhance their writing (cognitive engagement). In conclusion, the findings lead to a greater understanding of how EFL students engage with written feedback from teachers in an online environment. [ABSTRACT FROM AUTHOR]

ChatGPT, the newest pre-trained large language model, has recently attracted unprecedented worldwide attention. Its exceptional performance in understanding human language and completing a variety of tasks in a conversational way has led to heated discussions about its implications for and use in education. This exploratory study represents one of the first attempts to examine the possible role of ChatGPT in facilitating the teaching and learning of writing English as a Foreign Language (EFL). We examined ChatGPT's potential to support EFL teachers' feedback on students' writing. To reach this goal, we first investigated ChatGPT's performance in generating feedback on EFL students' argumentative writing. Fifty English argumentative essays composed by Chinese undergraduate students were collected and used as feedback targets. ChatGPT and five Chinese EFL teachers offered feedback on the content, organisation, and language aspects of the essays. We compared ChatGPT- and teacher-generated feedback in terms of their amount and type. The results showed that ChatGPT produced a significantly larger amount of feedback than teachers and that compared with teacher feedback, which mainly focused on content-related and language-related issues, ChatGPT distributed its attention relatively equally among the three feedback foci (i.e., content, organisation, and language). Our results also indicated that ChatGPT and teachers displayed tendencies towards using different feedback types when evaluating different aspects of students' writing. Additionally, we examined EFL teachers' perceptions of using ChatGPT-generated feedback to support their own feedback. The five teachers reported both positive and negative perceptions of the features of ChatGPT feedback and the relation between ChatGPT and teacher feedback. To foster EFL students' writing skills, we suggest that teachers collaborate with ChatGPT in generating feedback on student writing. [ABSTRACT FROM AUTHOR]

AbstractDespite the growing interest in learners’ feedback engagement in second language writing in recent decades, learners’ multidimensional engagement with teachers’ feedback provided via different modes is an issue yet to be explored. Using the case study approach, this study explored how five Saudi university EFL students engaged affectively, behaviorally, and cognitively with teacher feedback provided via three different modes: oral, audio-recorded, and automatically written feedback. Content and textual analysis of students ‘drafts, reflections on mistakes, semi-structured interviews, and final course reflections revealed that the students’ high, moderate, and low engagement patterns were mediated by the affordances of the modes. Regardless of their preference for certain modes, highly - engaged students show deep engagement cognitively and behaviorally. Further, their cognitive and metacognitive strategies were triggered by the affordances of their preferred mode. Moderately and low engaged students had more complex engagement patterns and there was a nonlinear and inconsistent relationship among the three engagement dimensions. While the students’ cognitive engagement with the mode mediated their affective engagement to a great extent, mismatches persisted. Similarly, the students’ affective engagement with certain modes did not influence their revision uptake, but the aversion to certain modes indirectly led to withdrawal that consequently impacted their behavioral and cognitive engagement. The paper highlights the influence of alignment and misalignment between learners and contextual factors that further exacerbate the inconsistency across the three dimensions. The results suggest that writing teachers should be aware of different modes’ affordances in relation to learners’ needs and preferences to harvest their feedback engagement. [ABSTRACT FROM AUTHOR]

Feedback is generally regarded as an integral part of EFL writing instruction. Giving individual feedback on students' written products can lead to a demanding, if not insurmountable, task for EFL writing teachers, especially in classes with a large number of students. Several Automated Writing Evaluation (AWE) systems which can provide automated feedback on written texts have been developed to reduce the time and effort teachers need to give individual feedback on students' writings. Employing a quasi-experimental research design, this study aimed to examine how automated feedback impacted students' writing scores and writing accuracy. The data were collected from 75 Turkish EFL university students. The experimental group students were exposed to combined automated-teacher feedback while the control group students received full teacher feedback. Both quantitative and qualitative data were collected through pre-test/post-test writing tasks, Criterion error analysis reports, and student reflections. The results of the study revealed that the students who received combined automated-teacher feedback improved their analytic writing scores as much as the students who received full teacher feedback. However, combined automated-teacher feedback was more effective than full teacher feedback in reducing the students' grammar and mechanics errors. The qualitative findings obtained from the student reflections about the Criterion feedback helped to understand its impact on writing improvement. The study provided implications for effective use of AWE in EFL writing classrooms. [ABSTRACT FROM AUTHOR]

Teacher feedback is the key to online collaborative discussion. To investigate the effects of different forms of teacher feedback intervention on learners' cognitive and emotional interactions in online collaborative discussion, this study collected collaborative discussion text data of online collaborative learners. Based on the framework of Community of Inquiry theory, naive Bayes algorithm for automatic coding of collaborative discussion text data was adopted. A bivariate (with or without emotion/guidance) experiment was designed based on teacher feedback. The participants of this study were college students (N = 109, average age = 20) of normal major participating in Teaching System Design. They were randomly divided into four experimental groups. In each experimental group, 4–5 people work in a group for collaborative learning. This study adopts quasi experimental research method, and the experiment period is 10 class hours. Reliability analysis, automatic text coding and ANOVA of cognitive-affective variables were used to conduct process mining for the collaborative discussion of four groups of learners by using heuristic mining algorithms. It found that different forms of teacher feedback have different effects on learners' cognitive emotion. Teachers' emotional feedback promotes learners' emotional interaction and cognitive interaction, which is easier to promote learners' cognitive interaction. Different forms of teacher feedback promote four types of cognitive emotion interaction process. This suggests that the multi-branch type of voice prompt feedback group has the best effect on learners' cognitive and emotional impact. [ABSTRACT FROM AUTHOR]

Although teacher feedback and teacher support are believed as important predictors of student resilience, few studies have compared their effects on student resilience and explored how such effects are mediated by students' achievement goals. To address this gap, this study analysed the PISA 2018 student survey data on the four variables (i.e., student resilience, teacher feedback, teacher support and achievement goals) obtained from 41,872 participants (girls = 20,527; boys = 21,345) in six academically high-performing East Asian countries/ economies. The findings showed that (i) mastery and performance-approach goals significantly and positively predicted student resilience while the impacts of performance-avoidance goals on student resilience were negative; (ii) teacher feedback exerted a significant positive influence on student resilience both directly and indirectly, and the indirect influence was mediated by students' achievement goals; and (iii) teacher support had only an indirect significant positive effect on student resilience mediated by achievement goals. This study establishes a mediation model to associate teacher feedback and support with student resilience via students' achievement goals. It also reveals the cultural relevance of student resilience. The findings have implications for East Asian teachers to cultivate resilient students in changing times. [ABSTRACT FROM AUTHOR]

Despite the importance of the perception behind teachers' feedback, it is astonishing to note that there are not many studies regarding how teachers provide feedback. Drawing upon Ellis’ (2009) typology of written Corrective Feedback (CF), this study explored the most common feedback types provided by EFL teachers. Moreover, the study aimed at finding out whether teachers’ teaching experience and learners’ proficiency level had any bearing on the type of feedback the teachers provided. Eleven teachers provided feedback on 301 descriptive essays written by EFL students in English. The findings revealed that teachers mostly tended to employ direct CF to correct their students’ linguistic errors. This was followed by indirect CF and metalinguistic CF, respectively. It came to light that focused CF, electronic feedback, and reformulation had no popularity among Iranian EFL teachers. The experienced teachers opted more for indirect feedback while the inexperienced ones preferred direct feedback. Teachers were more inclined to provide intermediate students with direct CF whereas they provided more indirect CF to the upper intermediate students. The results suggest that not all teachers’ perceptions about feedback can necessarily be rendered into classroom practices and various factors, including culture, society, learners and teachers themselves impact teachers’ beliefs and practices. [ABSTRACT FROM AUTHOR]

Teacher feedback has been acknowledged as an important facilitator for students' learning performance. However, teachers' feedback efforts are not always found to pay off, especially in the context of Confucian-heritage countries. Scholars are seeking answers from student agencies during feedback-taking. The current study aimed to examine the role of students' perspective-taking in passing over the effect of teacher feedback on students' reading test performance. We set the study in Hong Kong, where teacher feedback has often been reported to fail its aims. We used OECD Programme for International Student Assessment (PISA) 2018 data generated by 5665 15-year-old students. The results of multilevel structural equation modeling confirmed our hypothesis that perspective-taking significantly mediated the relation between teacher feedback and students' reading achievement. Our results highlight the benefits of accounting for perspective-taking as a key element of student feedback literacy. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration. [ABSTRACT FROM AUTHOR]

This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through drafts of two essays, feedback, and a questionnaire. Results indicate that although participants reported trusting teacher feedback more, the quantitative uptake of feedback was similar regardless of the source. Data analysis suggests that the teacher’s and peers’ social representation plays a more significant role in uptake than the feedback itself.

Corrective feedback (CF) can encourage students to establish realistic learning objectives. Nevertheless, there has been limited investigation on how EFL learners perceive and view feedback delivered by English native teachers, particularly in relation to gender differences. Hence, this study aimed to correlate student perception with perspectives on native English teachers’ feedback, determine differences in male and female perception and describe the level of student's perspectives on the feedback. Quantitative and qualitative methods, with a correlational research design, were employed. Using a simple random sampling technique, a sample of 30 was selected from 150 students from a Bilingual class of Sekolah Lanjut Umum Bawah (SLUB). Post-class questionnaires and interviews were conducted to gather data, which were then analyzed using Pearson Correlation, t-test, and thematic interview analysis. The findings indicated a significant correlation between students' perception and perspective on native English teachers' feedback. In addition, both genders had positive perceptions, with males displaying a more favorable perspective on teacher feedback than females. It also showed students’ "very positive" perspective on teacher feedback. This study highlights the positive impact of English native teachers' feedback on students' views and recommends EFL teachers to employ CF, considering gender-specific needs.

Feedback is a technique used in the teaching and learning environment to improve the acquisition of knowledge and skills, including writing mastery. This study investigates the impact of incorporating peer and teacher feedback techniques through Twitter on developing writing skills in French as a Foreign Language (FFL) class. The study employed a quantitative experimental approach that adopted a One Group Pre-Test and Post-Test design. A sample of 30 students enrolled in the fourth semester of the French Language Education Study Program at a university in Bandung, Indonesia, participated in the study. This study used two research instruments to gather the data: a writing assessment consisting of a pre-test and post-test and a questionnaire to measure students' perceptions of the studies' treatment. The data test was analyzed using the CEFR A2-level assessment instrument from Tagliante (2005) and then processed statistically using SPSS 26 software. While questionnaire data were analyzed using a Likert scale with five intervals. The statistical analysis results demonstrated a substantial impact, indicating increased scores from the pre-test to the post-test. The observable augmentation in the caliber and efficacy of student writing across all evaluation domains supports this assertion. In conclusion, the implementation of peer and teacher feedback using Twitter in French as a Foreign Language (FFL) writing class significantly enhances students' writing proficiency. Furthermore, it allows students to demonstrate a favorable acceptance and perception of this implementation to improve their French writing skills.

This paper presents the findings of an experimental study which examines how effective peer feedback is as a substitute for teacher feedback in computer-mediated multiple-draft feedback provision on undergraduate EFL learners’ writing. Sixty-five university students were assigned to two comparison groups to receive different feedback treatments. The first group (N = 33) was given multiple-draft feedback on three subsequent drafts of the same text only by the teacher, while the second group (N = 32) was given feedback by three peers on the first draft, and by the teacher on the second and third drafts. The study adopted a quasi-experimental pre-test/post-test design, with two comparison groups which differed in the source of feedback they received on their writing. The data analysis was conducted by employing the Wilcoxon rank test to evaluate changes in writing quality scores after the treatments. Moreover, the paper discusses how learners in the comparison groups perceived teacher-only and combined peer-teacher feedback, specifically focusing on giving and receiving peer feedback. The findings of the study indicate that both peer-teacher and teacher-only feedback contributed to significant improvement in writing quality in both comparison groups regarding all three perspectives from which the writing quality was assessed – overall quality, genre, and register. The findings confirm learners’ strong preference for teacher feedback, but also show that peer feedback helps develop learners’ writing ability and performance, and aids learners with their own learning process.

Background: Bone-conduction hearing devices (BCHD) can provide hearing solutions in settings where middle ear pathology is rife. Objectives: Describe functional hearing outcomes and device use of children fitted with BCHD. Method: Retrospective review of 79 children fitted with BCHD between January 2017 and May 2022. Outcomes included device use and subjective reports measured with the Parents’ Evaluation of Aural/Oral Performance of Children (PEACH) and the Teachers’ Evaluation of Aural/Oral Performance of Children (TEACH). Analysis of variance established association between mean data logging and type and degree of hearing loss. Thematic analyses were done for qualitative outcomes. Results: Average usage was 7.0 h/day (5.4 SD; range 0.1–24). PEACH ratings indicated 93.3% of children wore their BCHD ‘always’ or ‘often’, with 80% displaying Typical auditory performance at 1-month follow-up. TEACH ratings indicated 84.2% of children wore their BCHD ‘always’ or ‘often’, with 78.9% showing typical auditory behaviour. Increased usage was noted for conductive, mixed, moderate and severe hearing losses. There was a mean delay of 17.2 months (23.4 SD; range 0–90) between age of diagnosis and fitting. Thematic analyses identified two main themes: advantages and barriers to BCDH use. Conclusion: Average device use fell short of the internationally recommended 10 h/day. Higher BCHD use was associated with higher functional listening performance scores. Long waiting times for medical or surgical intervention for conductive hearing losses can delay BCHD fitting. Contribution: Limited information is available to examine outcomes in children fitted with BCHD.

This study investigated how different feedback sources, such as teacher and peer correction, affect students learning English as a foreign language (EFL) regarding speaking accuracy, fluency, and academic passion. The effects of online and face-to-face instruction and peer and teacher corrections were investigated in this study using a factorial design. Convenience sampling was used to choose six intact classes from Jinzhong University's Department of Foreign Languages. Academic passion and speaking tests were used before and after the treatment. The data were analyzed using ANOVA tests. The findings showed that peer correction outperformed teacher correction in improving speaking accuracy, fluency, and academic passion.Additionally, peer correction was more beneficial than receiving no correction at all. Furthermore, teacher correction positively influenced speaking accuracy compared to the non-correction group. The findings also demonstrated that feedback mechanisms have a significant overall impact on speaking accuracy and fluency independent of particular training and correction circumstances. The interaction between instruction and correction was not statistically significant. These findings highlight the crucial role that correction mechanisms play in enhancing speaking accuracy and naturalness, which has important ramifications for language teachers and curriculum designers.

Problem Statement Previous studies suggest that engagement in physical exercise and sports contributes to the development of empathy in individuals, highlighting the potential of physical education as a valuable avenue for enhancing empathy. Additionally, it has been demonstrated that feedback can positively impact empathy. However, the optimal feedback forms to foster empathy in adolescents during physical education classes still need further clarification. Purpose This study aimed to explore how teacher feedback influences changes in empathy among junior high school students in the context of physical education classes. Approach The study included 60 junior high school students (35 boys and 25 girls). Assessment of their cognitive and affective empathy occurred through a pre- and post-gymnastics class (50-min sessions, eight sessions). Teacher feedback during the class was recorded and subsequently categorized. The students addressed by the teacher were identified either by their names or by the number displayed on the bib worn by each student. The bib numbers worn by the students remained consistent throughout the entire gymnastics session in this study. Results The frequency of encouragement given to groups by teachers shows a negative correlation with changes in the affective empathy of boys. In contrast, among girls, cognitive and affective empathy changes were positively linked to the frequency of encouragement and general-remedial feedback directed at individuals, respectively. However, inquiries directed at individuals had an adverse effect on the changes in affective empathy among girls. Conclusion The findings underscore the crucial role of teacher feedback strategies in fostering empathy among junior high school students. This insight highlights the significance of employing effective teacher feedback strategies to enhance empathy in this demographic. [ABSTRACT FROM AUTHOR]

With the aim to provide teachers with more specific, frequent, and actionable feedback about their teaching, we explore how Large Language Models (LLMs) can be used to estimate "Instructional Support" domain scores of the CLassroom Assessment Scoring System (CLASS), a widely used observation protocol. We design a machine learning architecture that uses either zero-shot prompting of Meta's Llama2, and/or a classic Bag of Words (BoW) model, to classify individual utterances of teachers' speech (transcribed automatically using OpenAI's Whisper) for the presence of Instructional Support. Then, these utterance-level judgments are aggregated over a 15-min observation session to estimate a global CLASS score. Experiments on two CLASS-coded datasets of toddler and pre-kindergarten classrooms indicate that (1) automatic CLASS Instructional Support estimation accuracy using the proposed method (Pearson R up to 0.48) approaches human inter-rater reliability (up to R = 0.55); (2) LLMs generally yield slightly greater accuracy than BoW for this task, though the best models often combined features extracted from both LLM and BoW; and (3) for classifying individual utterances, there is still room for improvement of automated methods compared to human-level judgments. Finally, (4) we illustrate how the model's outputs can be visualized at the utterance level to provide teachers with explainable feedback on which utterances were most positively or negatively correlated with specific CLASS dimensions. [ABSTRACT FROM AUTHOR]

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Given the benefits of task repetition, post-task transcribing and teacher corrective feedback, examining the combined effects of task repetition and post-task teacher-corrected transcribing is promised to produce gains in L2 oral performance. In recognition of this potential, this study examined the effects of task repetition combined with post-task teacher-corrected transcribing (TRPTCT) on the complexity, accuracy, and fluency (CAF) of L2 oral performance and CAF gains over time. On a sample of 27 second year English-majors in a Vietnamese university, they were randomly divided into three groups including TRPTCT, task repetition (TR), and control groups. They later orally performed three picture description tasks, which were measured in terms of CAF. Results showed that the TRPTCT condition was superior to the TR condition at increasing complexity and fluency for the students’ repeated task performances. Additionally, the TRPTCT condition was better at fostering accuracy in verb forms and complexity in terms of clause subordination and length of language production as learning gains in the new task performance. [ABSTRACT FROM AUTHOR]