The goal of this study is to examine teacher feedback, learner uptake, and feedback perceptions in an adult Chinese as a Foreign Language (CFL) context. A 200-level Chinese reading course was observed for data collection. Participants included 13 students and one teacher. Thirteen class sessions (10 hours) were video-taped. A short survey, given at the end of each of the last six class sessions, was designed to elicit the teacher’s and the students’ perceptions of feedback frequency. The participants were not informed of the focus of this research at the beginning of data collection. Video-recorded data was fully transcribed and coded using Panova and Lyster’s (2002) feedback categorization. The teacher’s response to the survey was compared to that of the students’ regarding perceptions of feedback frequency. The results showed that the teacher provided feedback to 68.1% of all students’ errors. On average there was one feedback move every 2.4 minutes. All feedback types in Panova and Lyster’s model were present, and there were a few new moves, namely “asking a direct question,” “directing question to other students,” and “using L1-English.” A total of 245 teacher feedback moves occurred during the observation. Recasts accounted for 56.7% of all feedback moves, followed by metalinguistic feedback which accounted for 10.6%. Elicitation moves achieved the highest uptake rate (94.1%). Next, explicit correction and metalinguistic feedback had 88.9% and 53.8% uptake rate respectively. Concerning perceptions of feedback, the teacher was more accurate in perceiving four types of feedback while the students were accurate about three. It was concluded that recast was the predominant type of feedback in this study. Other explicit types of feedback were more successful in leading to learner uptake. The teacher and the students were generally not accurate in perceiving the frequency of each feedback type, due to the challenge of remembering the feedback move after the lesson had finished. The pedagogical implication is that teachers should consider a wide range of feedback techniques, especially more explicit types, to better engage students in a reading class. / Graduate

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1991. / Vita. Abstract. Includes bibliographical references (leaves 152-163). Also available via the Internet.

This thesis conceptualizes quick feedback as part of a performance management tool influencing and contributing to the individual’s self-motivation to work and improvement of employees’ performance. Prior research has shown that feedback is often considered to be a useful communication tool but not essential due to its time-consumption, i.e. feedback is perceived as too time-consuming to be prioritized. Thus, this thesis investigates the potential benefits of a quick feedback strategy focusing on short, specific and unambiguous performance review from the manager to the employee. Quick feedback refers to a few-minute discussion between a manager and one of his or her employees. During the discussion, the manager first reminds the employee of his or her goals. Then, the manager assesses his or her achievement and praises the employee. Finally, the manager explains to the employee what he or she did wrong and concludes by reminding how much his or her work is valued by the company. However, limited research has been done on the topic of quick feedback, and, to the authors’ knowledge, only few researchers have studied ways to mitigate the time-consumption of feedback until now. Thus, the overall purpose of this thesis is to examine how quick feedback from the manager to the employees can affect their behavior, motivation and ultimately influence their performance. By investigating the effects of quick feedback, the authors seek to acquire greater knowledge regarding how to provide and formulate positive and constructive feedback that will lead to better performance. Therefore, this study has an inductive and qualitative approach and investigates a Swedish insurance company. The authors interviewed the sales manager and ten of his employees in order to discover how the current feedback strategy of the sales manager versus the quick feedback strategy affect the employees’ motivation and performance. Findings show that the interviewed employees seek the same amount of both positive feedback and constructive criticism and that this quick feedback strategy, in turn, would shape their motivation and performance. However, this linkage has subtleties. Indeed, the employee needs to receive positive feedback, first and foremost, in order to genuinely and cleverly process and make use of the constructive criticism. The employee must feel confident and safe before he or she can listen to and accept constructive criticism. Results further show that in order to formulate accurate and impactful quick feedback, the manager needs to provide face-to-face personalized feedback in a standardized way i.e. standard form but personalized content. Further research is needed to acquire a greater knowledge about the effectiveness and efficiency of this potentially valuable strategy. The aim is to better understand and therefore use quick feedback to improve employee self-awareness, self-confidence, motivation and performance.

The purpose of this study was to determine the optimal form and timing of feedback to establish a "new" behavior. It examined the relative effectiveness of delivering a corrective feedback immediately before the learner responds to a previously incorrect trial as compared to delivering a corrective feedback immediately after the incorrect response is made. Corrective feedback delivered immediately before the next opportunity to respond produced better learning than corrective feedback delivered immediately after a response. The Feedback Before condition decreased errors during training and increased acquisition rates. Results also indicated an interaction between time of feedback delivery and the complexity of the task. As the task complexity increased, the results were more dramatic in favor of the Feedback Before condition.

This study was conducted to determine whether or not combining feedback modes resulted in improved operator performance, given a specific task and environment. A common industrial handheld scanner with multiple feedback settings was used to assess four experimental feedback conditions (auditory, auditory-visual, auditory-tactile, and auditory-visual-tactile) during simulated box scanning tasks. Participants completed four-50 box trials in a single test session where boxes were scanned and located based on the feedback provided regarding the scan. Task completion time and ranks, hit rate and false alarms were recorded. While the auditory-visual-tactile feedback combination produced the fastest performance time, there was no statistically significant improvement in operator performance between the four feedback settings tested. By understanding the most important feedback modes, or combination of such, identification of the best scanner settings for this device and task can be made.

Användningen av quiz i spel för undervisning är effektivt för lärande. Det har även visats att corrective feedback bar en betydande inverkan på hur effektivt ett quiz är för lärande. Tidigare studier har undersökt timingen för corrective feedback (omedelbar eller fördröjd) men det saknas forskning om feedbackens varaktighet. Denna studie undersöker hur kort varaktigheten av omedelbar feedback kan vara i ett quizspel utan att påverka dess positiva effekt på lärande. Det undersöks också om feedbackens varaktighet har samma effekt på vuxna som på yngre elever i olika miljöer. Studien genomförs i två experiment med kvantitativa metoder med en inomgruppsdesign. Experiment 1 genomförs på 18 stycken vuxna deltagare i en experimentell miljö och Experiment 2 genomförs på 31 stycken 12-åriga barn i en skolmiljö. För vuxengruppen används även en kvalitativ metod. Deltagarna spelar ett quizspel med flervalsfrågor och får corrective feedback med varierande visningstid (2, 3, 5 och 7 sekunder). Efter spelet besvarar de samma frågor i ett posttest. Det som har jämförts är deltagarnas prestationer i spelomgång och posttest beroende på varaktigheten av feedback. Resultaten visar att olika visningstider för feedback inte ger signifikanta skillnader i prestation eller lärande. Feedback i 2 sekunder är tillräckligt för att upprätthålla den positiva effekten. Experiment 2 hade tekniska problem som resulterade i bortfall och bristfälliga data vilket minskar trovärdigheten. Studien öppnar upp för framtida fortsatt forskning inom varaktigheten av corrective feedback då det uppmuntras att se om samma resultat skulle visas på ett större antal deltagare med icke-bristfälligt data.

This study sought to better understand the impact of feedback on performance by examining how regulatory focus and message framing potentially interact to influence recipient's attitudes towards and recall of performance feedback recommendations. Participants were 221 undergraduates. Participant's chronic regulatory focus orientation was measured in phase 1. In phase 2, regulatory focus orientation was manipulated prior having participants complete a puzzle task. After completing the task, they were given performance feedback recommendations that were framed to highlight either promotion or prevention concerns. Their attitudes towards and recall of the recommendations they received were then measured. Though not all of the predictions of the study were supported, results indicated a significant three-way interaction between chronic promotion, the manipulation of regulatory focus, and the framing of the performance feedback recommendations that qualified the relationship between chronic promotion and attitudes. This finding supports the notion that a better understanding of how feedback impacts subsequent performance is possible by studying the interaction between regulatory focus and message framing. Implications and recommendations for future research are discussed. / Master of Science

Typescript (photocopy). / Digitized by Kansas Correctional Industries

published_or_final_version / Physical Education and Sport Science / Doctoral / Doctor of Philosophy

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