Effects of oral corrective feedback on the development of complex morphosyntax

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Diana Pili-Moss
Keyword(s):  
Corrective Feedback ◽  
Complex Form ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Test Design ◽  
Feedback Group ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Feedback Frequency ◽  
The Relationship

This exploratory study examined the relationship between corrective feedback (CF) and linguistic target complexity. In a pre-test/post-test/delayed post-test design, 44 adult intermediate L2 Italian learners from different L1 backgrounds were assigned to a didactic recast, a prompt and a no-feedback group. They were compared on oral and written measures on the development of passato prossimo, an Italian compound past form characterised by a set of complex semantic and morphosyntactic rules and participles displaying different degrees of form-meaning transparency. Mixed-effects models elucidated the extent to which feedback frequency predicted accuracy, whilst controlling for the effect of individual difference covariates and random variation. Only the frequency of didactic recasts predicted development of full passato prossimo sentences, whereas both feedback types were significantly related to participle development, a single aspect of the construction. Furthermore, only prompt frequency was positively related to accuracy in participles displaying more transparent (less complex) form-meaning relationships.

scholarly journals The Effect of Oral Corrective Feedback on Article Errors in L3 English: Prompts vs. Recasts

2018 ◽  
Vol 11 (8) ◽  
pp. 143
Author(s):  
Pawan M. Doski ◽  
Filiz Cele
Keyword(s):  
Corrective Feedback ◽  
The Other ◽  
Feedback Group ◽  
Third Language ◽  
Oral Feedback ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Omission Errors ◽  
Better Than

This study examines the effect of prompts and recasts in providing CF for the article errors by Kurdish-Arabic bilinguals who learn English as a third language. 39 lower-intermediate Kurdish-Arabic bilingual learners of English were tested on three tests: pre-, post-, and delayed post-tests. The participants were randomly put into three groups: (1) prompt group (n =15), (2) recast group (n = 14), and (3) no feedback group (n = 10). Each group completed 28 dialogues, which included articles in a Forced Choice Elicitation Task (FCET) as a pre-test. The same test was given to the three groups as post- and delayed post-tests. Between the pre-test and the post-test, the prompt and recast groups took a treatment which involved an interactional activity that aimed the FCET, in which the former took CF in the form of prompts, and the latter took it as recasts for their article errors in L3 English.Results showed that all groups were the same in the pre-test. In addition, both the prompt and recast groups were similar in post-test but were significantly better than the group which did not receive any feedback. In delayed post-test, the prompt group significantly outperformed the other two groups. These findings suggest that prompts are more effective than recasts in providing oral feedback over the long term. The error analysis, on the other hand, revealed that among the four contexts of articles, all students had the highest error rate in the [-def, +spec] context in both pre- and post-tests. These were substitution errors rather than omission errors, which shows that the students fluctuated between definiteness and specificity settings. In delayed post-test, the prompt group significantly made fewer errors than the other two groups.

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

scholarly journals Association of body condition with lameness in dairy cattle: a single-farm longitudinal study

2021 ◽  
pp. 1-4
Author(s):  
Michaela Kranepuhl ◽  
Detlef May ◽  
Edna Hillmann ◽  
Lorenz Gygax
Keyword(s):  
Body Condition ◽  
Body Condition Score ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Linear Mixed Effects Models ◽  
Linear Mixed Effects ◽  
Confounding Variables ◽  
Condition Score ◽  
The Impact ◽  
The Relationship

Abstract This research communication describes the relationship between the occurrence of lameness and body condition score (BCS) in a sample of 288 cows from a single farm that were repeatedly scored in the course of 9 months while controlling for confounding variables. The relationship between BCS and lameness was evaluated using generalised linear mixed-effects models. It was found that the proportion of lame cows was higher with decreasing but also with increasing BCS, increased with lactation number and decreased with time since the last claw trimming. This is likely to reflect the importance of sufficient body condition in the prevention of lameness but also raises the question of the impact of overcondition on lameness and the influence of claw trimming events on the assessment of lameness. A stronger focus on BCS might allow improved management of lameness that is still one of the major problems in housed cows.

scholarly journals Oral Corrective Feedback: Investigating Kurdish High School Teachers’ Beliefs and Practices

2018 ◽  
Vol 8 (6) ◽  
pp. 115
Author(s):  
Yaseen Alzeebaree ◽  
Hussein Ali Ahmed ◽  
Idrees Ali Hasan
Keyword(s):  
Foreign Language ◽  
High School Teachers ◽  
Classroom Practices ◽  
Corrective Feedback ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Oral Corrective Feedback ◽  
Almost All ◽  
Academic Qualifications ◽  
The Relationship

The current research explores the relationship between the beliefs and the actual classroom practices of the Kurdish teachers of English as a foreign language (EFL) regarding oral corrective feedback (OCF). To collect the data required, a questionnaire was administered to 8 Kurdish teachers of EFL of different academic qualifications from three different schools, and likewise a 5-hour audio-recorded classroom observation was carried out with the same sample. The findings revealed that almost all teachers’ beliefs were identical with their actual practices with regard to who should provide OCF. In contrast, there was a discrepancy between their stated beliefs and practices in classroom regarding the timing of OCF, how to provide OCF and which types of errors to correct. The teachers highlighted the importance and the effectiveness of providing corrective feedback in EFL settings.

scholarly journals In-water observations highlight the effects of provisioning on whale shark behaviour at the world's largest whale shark tourism destination

2020 ◽  
Vol 7 (12) ◽  
pp. 200392
Author(s):  
Christine Legaspi ◽  
Joni Miranda ◽  
Jessica Labaja ◽  
Sally Snow ◽  
Alessandro Ponzo ◽  
...  
Keyword(s):  
Strong Predictor ◽  
Management Strategies ◽  
Code Of Conduct ◽  
Mixed Effects ◽  
Tourism Industry ◽  
Mixed Effects Models ◽  
Whale Shark ◽  
Whale Sharks ◽  
External Stimuli ◽  
The Relationship

The whale shark is the world's largest fish that forms predictable aggregations across its range, many of which support tourism industries. The largest non-captive provisioned whale shark destination globally is at Oslob, Philippines, where more than 500 000 tourists visit yearly. There, the sharks are provisioned daily, year-round, allowing the human–shark interaction in nearshore waters. We used in-water behavioural observations of whale sharks between 2015 and 2017 to understand the relationship between external stimuli and shark behaviour, whether frequency of visits at the site can act as a predictor of behaviour, and the tourist compliance to the code of conduct. Mixed effects models revealed that the number of previous visits at the site was a strong predictor of whale shark behaviour, and that provisioned sharks were less likely to exhibit avoidance. Compliance was poor, with 93% of surveys having people less than 2 m from the animal, highlighting overcrowding of whale sharks at Oslob. Given the behavioural implications to whale sharks highlighted here and the local community's reliance on the tourism industry, it is imperative to improve management strategies to increase tourist compliance and strive for sustainable tourism practices.

scholarly journals The University Students’ Beliefs towards Corrective Feedback in Learning English as Foreign Language in Pakistan

2019 ◽  
Vol 8 (3) ◽  
pp. 4094-4100
Keyword(s):  
Foreign Language ◽  
Corrective Feedback ◽  
Time Correlation ◽  
Test Time ◽  
Control Group ◽  
Feedback Group ◽  
English As Foreign Language ◽  
Post Test ◽  
Written Test ◽  
Experimental Group

The present study is carried out in English as a foreign language (EFL) experimental classroom at Khwaja Fareed University of Engineering & Information Technology Rahim Yar Khan, Pakistan to investigate the Pakistani EFL learners' beliefs towards written CF in L2 writing. Two types of Written CF: Direct and Indirect feedback, were provided during four weeks of study period in written tasks to the two groups (direct feedback and feedback group) and third was provided only metalinguistic information (Controlled group). The students were divided into two groups: experimental group provided with CF (Direct and Indirect), control group. The students in the experimental group were compared to a control group which was provided with no corrective feedback. BS level adult learners (n= 40) were randomly assigned to write short essay/Gap Fill/ Timed grammatical Task during four successive weeks. Afterwards, they were asked to fill in a questionnaire (k=21), at the post-test time. Correlation between participants’ beliefs about written CF and the effectiveness of those beliefs was measured by an attitudinal questionnaire. The students’ performance was also checked through written test battery. The results of this study revealed the learners’ beliefs about errors’ corrections, the writing activities, and various types of CF. The study also suggested the significant role of learners’ beliefs in mediating language accuracy in writing tasks.

scholarly journals Learning Processes in Interactive CALL Systems: Linking Automatic Feedback, System Logs, and Learning Outcomes

2022 ◽  
Author(s):  
Bronson Hui ◽  
Björn Rudzewitz ◽  
Detmar Meurers
Keyword(s):  
Language Learning ◽  
Corrective Feedback ◽  
Process Variable ◽  
Learning Processes ◽  
Medium Effect ◽  
Process Variables ◽  
Feedback Group ◽  
System Logs ◽  
Post Test ◽  
Specific Feedback

Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user’s learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes. To fill this gap, we analyzed and interpreted detailed logs from an ICALL system used in a randomized controlled field study where 205 German learners of English in secondary school received either general or specific corrective feedback on grammar exercises. In addition to explicit pre-/post-test results, we derived 19 learning process variables from the system log. Exploratory factor analysis revealed three latent factors underlying these process variables: effort,accuracy focus, and time on task. Accuracy focus and finish time (a process variable that did not load well on any factors) significantly predicted pre-/post-test gain scores with a medium effect size. We then clustered learners based on their process patterns and found that the specific feedback group tended to demonstrate particular learning processes and that these patterns moderate the advantage of specific feedback. We discuss the implications of analyzing system logs for SLA, CALL, and education researchers and call for more collaboration.

The Relationship between Theory and Measurement in Evaluations of Palliative Care Services

1987 ◽  
Vol 3 (2) ◽  
pp. 8-13 ◽  
Author(s):  
Lesley F. Degner ◽  
Paul D. Henteleff ◽  
Carol Ringer
Keyword(s):  
Palliative Care ◽  
Test Design ◽  
Care Services ◽  
Dependent Variables ◽  
Post Test ◽  
Palliative Care Services ◽  
Symptom Distress Scale ◽  
And Coping ◽  
Distress Scale ◽  
The Relationship

Studies to determine the effectiveness of palliative care services have been limited by difficulties in measuring relevant dependent variables. While reliabilities of various measures have been reported for terminally ill populations, the broader issue of whether such measures are sensitive to the effects of palliative care services has not been addressed. Such assessments are essential if the relative efficacy of alternative models of palliative care (for example, inpatient facilities versus consultation teams) are to be determined. This pilot study used a specific theoretical framework, Brickman's models of helping and coping, to assess three measures in a pretest / post-test design with 29 patients admitted to an established palliative care unit. Results indicated that only one measure, the Symptom Distress Scale, was both reliable and sensitive to the effects of the service. The results suggested that evaluations of palliative care services may be influenced by the extent to which measures are empirical indicators of the model of helping used within the setting.

scholarly journals Longitudinal effect of emotional processing on psychological symptoms in women under 50 with breast cancer

2019 ◽  
Vol 6 (1) ◽  
pp. 205510291984450 ◽  
Author(s):  
Maria Luisa Martino ◽  
Anna Gargiulo ◽  
Daniela Lemmo ◽  
Pasquale Dolce ◽  
Daniela Barberio ◽  
...  
Keyword(s):  
Breast Cancer ◽  
Emotional Processing ◽  
Psychological Symptoms ◽  
Traumatic Event ◽  
Strong Predictor ◽  
Mixed Effects ◽  
Mixed Effects Models ◽  
Traumatic Experiences ◽  
Clinical Implications ◽  
The Relationship

Breast cancer is a potential traumatic event associated with psychological symptoms, but few studies have analysed its impact in under-50 women. Emotional processing is a successful function in integrating traumatic experiences. This work analysed the relationship between emotional processing and psychological symptoms during three phases of treatment (before hospitalization, counselling after surgery and adjuvant therapy) in 50 women under the age of 50 with breast cancer. Mixed-effects models tested statistical differences among phases. There were significant differences in symptoms during the treatments: the levels of anxiety decrease from T1 to T3 (0.046), while those of hostility increase (<0.001). Emotional processing is a strong predictor of all symptoms. Clinical implications are discussed.

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