Research has demonstrated the need for both teachers and students to find appropriate types of feedback for meaning-level (content) issues for English as a second langauge (ESL) writing (Kepner, 1991). The current study examines the use of a content revision log (where students monitor their revisions in such content issues as organization, paragraph development and use of topic sentences). Adding to the effect of applying the content revision log, the effect of holding conferences was also examined in the hope that referencing the content revision log during a conference session would bring the most positive results. There were three types of treatment, and the subjects included 3 teachers and 79 students. All of the student subjects' pre- and post- tests, the recorded numbers of content-based needed revisions on the content revision log, and both students and teachers' answers on an attitudes assessment survey were examined. The study found a significant effect on overall writing improvement for the combination of the content revision log and conference feedback compared to the use of the content revision log itself which in turn was better than the results found for the control group. The log + conference group demonstrated the greatest improvement for both types of data: the degree of progress between the pre- and post- tests and the decreasing rates of revision marks on the content revision log. In addition, the log + conferences group had greater numbers of more treatable content issue categories, followed by the log group, lastly the control group. Finally, the results of surveys reflect most students and teachers' preference toward the use of the log or conferences.

While much research exists on self-efficacy in music programs, few research studies have qualitatively examined the impact of vocal performance settings on music education majors' self-efficacies and career goals. This collective case study examines the self-efficacy perceptions of four undergraduate vocal music education students in five vocal performance and rehearsal settings: (a) voice lessons, (b) studio classes, (c) choral rehearsals, (d) choral performances, and (e) juries. During a spring semester at a major university in the southwestern United States, I examined how participants' perceptions of their family backgrounds, career goals, lifestyles, peers, and student-teacher relationships influenced their vocal self-efficacy perceptions and music career goals. Data collection included observations, individual interviews with participants, and one focus group interview. Coding methods were used to analyze the interview transcripts and observation field notes. Triangulation, peer review, and member checks of transcriptions were used to ensure accuracy. Findings are documented case-by-case and as cross-case themes. I found that mastery experiences and family support during adolescence influenced participants' initial decisions to major in music but had little influence on vocal self-efficacy during the study. Secondly, self-efficacy changes noted throughout the study influenced participants' career goals. Other emergent themes included the role of memory, teacher feedback, concept comprehension and socialization. I conclude with cross-case themes and offer ideas for future self-efficacy research.

This study explores how native and nonnative English speakers understand and perceive directness types in written teacher feedback (WTF). Currently research suggests that indirect speech in WTF will encourage students to think and maintain politeness between teacher and student (Benkendorf, 2001; Riley, 2003; Thonus, 1999; Vassileva, 2000). However, research also indicates that indirect speech may be more difficult to interpret than direct speech (Champagne, 2001; Holtgraves, 1999), which suggests that indirect speech used in WTF may be difficult for students to interpret and use to improve their compositions (Ferris, 2007; Hyland & Hyland, 2001). This difficulty may be even more acute for second language (NNS) learners (Ferris, 2002; Mackiewicz & Riley, 2002, 2003). This thesis will test and propose refinements to this study. In this study, native (NS) and nonnative (NNS) English speaking university students, were given two essays directness of the WTF. These participants had three main tasks: 1. to identify whether or not WTF requests a correction, 2. to make the correction if requested, 3. to identify perceptions of the teacher and paper based on the WTF. For the first two tasks, accuracy and response times were calculated. Results showed that directness type affects the speed and accuracy of both NS and NNS learners. Direct speech in WTF was more quickly identified than indirect speech (indirect speech acts and hedging). Indirect speech was the slowest and least accurate for both NS and NNS learners in relation to positive WTF. Surprisingly, both NS and NNS were slowest for making corrections on direct WTF. In addition, directness type also affected the perception on the teacher and paper. For example, NS were likely to perceive indirect speech as being from a female teacher. NNS were more likely to give papers with hedged WTF an A and those with indirect WTF a C grade. This study suggests that the directness type of WTF affects how quickly and how well it is understood by both NS and NNS learners. It also suggests that the pragmatic theory may explain why direct speech is processed more quickly than indirect speech (indirect speech acts and hedging).

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This study aimed at developing a complementary peer-teacher feedback model, in which students and teachers share the responsibility of providing feedback in a systematic way and testing its effectiveness. The effectiveness of the developed feedback model on improving students&amp / #8217 / writing ability was tested in the context of a multiple draft writing course which followed a process approach with 57 preparatory class students at Karadeniz Technical University, Department of English Language and Literature for a period of 15 weeks (a semester). The study was designed as an experimental study in which the experimental group students were provided feedback through a complementary peer-teacher feedback model and the control group students were provided feedback through full teacher feedback. The two groups were compared in terms of their revisions, their essay scores and their attitudes towards feedback and writing. Both qualitative and quantitative data were collected through revision coding, a pretest and posttest on writing ability, two questionnaires and student reflections. The results revealed that although the traditional full teacher feedback model created more revisions on the whole, the two models did not create a difference in terms of revision quality or writing improvement between the two groups. On the other hand, the complementary peer-feedback model was found more successful in creating positive attitudes towards peer feedback and self-correction but no differences were observed in students&amp / #8217 / perceptions of the difficulty of writing skill. Some recommendations are made for the design and implementation of feedback activities in writing classes.

The purpose of this study was to examine students' experiences and perceptions of multiple interaction activities (self-directed, peer, and teacher feedback) implemented in a large multilevel EFL writing class in one private technological university in the southern part of Taiwan. Large size writing classes, quite common in private institutions of higher education in Taiwan, cannot be effectively operated to meet individual students' needs in improving their writing performance. Low achievers have difficulties in keeping up with competent writers in learning writing skills while advanced students complain of their learning too little from the class. This research, based on the activity system model proposed by Engestrom (1987), was a case study in which interviewing student participants, observing classroom activities, audiotaping peer response sessions, and examining students' drafts and feedback sheets were the methods to collect data. The qualitative software, ATLAS.ti, was employed to analyze interview and peer response data according to the code lists developed for this purpose. A rubric was developed to examine the changes students made after having incorporated the three types of feedback into their drafts. Major findings indicated that intermediate and low achievers, though making more efforts in conducting self-directed feedback, felt unsatisfied with this activity while high achievers, investing less energy and time, gave more positive opinions to this activity. However, intermediate and low achievers gave a higher percentage of satisfaction to peer response activities than high achievers because the former could obtain more constructive peer feedback than the latter. In addition, all students were in favor of modified teacher feedback but gave negative opinions to traditional teacher feedback. On the whole, intermediate and low achievers, based on their preference, ranked teacher feedback the most important, then peer feedback and finally self-directed feedback whereas high achievers placed teacher feedback first, self-directed feedback second, and peer feedback last. Student writers' responses to each type of feedback were closely related to the amount of constructive comments they received. The more helpful suggestions they obtained, the more positive opinions they gave to a certain type of feedback. In the end of the study, recommendations were made for curriculum designers, classroom practitioners, and further studies.

Group contingencies are efficient and effective behavioral interventions that allow teachers to apply a reinforcement criterion to a large group of students. However, most research on group contingencies has not examined the impact of types of teacher feedback and student choice of teacher feedback incorporated into the use of group contingencies. The current study used a multiple baseline across participants design with an embedded alternating treatments design to explore the use of an interdependent group contingency that compared the effectiveness of incorporating auditory or visual feedback to improve student on-task behavior of three students in public elementary school classrooms. The study also explored whether incorporating student choice into the feedback would enhance the outcomes for student behavior. The results indicated that the interdependent group contingency intervention was successful in increasing the on-task behavior of all three participants. The results also indicated that while both auditory and visual feedback were effective in increasing on-task behavior of all three students, two of the students engaged in slightly higher levels of on-task behavior when auditory feedback was used. When students were given the option to choose which type of feedback would be used, two of the three students favored auditory feedback over visual feedback, and on-task behaviors maintained for all three participants. These results have implications for the use of auditory feedback and choice in the classroom setting as part of a group contingency.

Doctor of Philosophy / Curriculum and Instruction Programs / Michael F. Perl / BeEtta L. Stoney / America is in the midst of an obesity epidemic (Wechsler, McKenna, Lee, & Dietz, 2004). According to Wechsler et al., physical inactivity is a major contributor to this issue. Burnette (1999), reports certain behaviors and instructional strategies help teachers to build stronger teaching/learning relationships with students, and that some specific behaviors may be the most influential. Teacher feedback and teacher proximity are two specific behaviors that are important in a physical education setting. Hastie (1998) and Lund (1990), report that when physical education teachers provide feedback and maintain proximity to students, learning may be enhanced. This study examined the frequency of teacher feedback and teacher proximity in relation to student body mass index (BMI) and student gender. Fifteen Kansas middle school physical education teachers were observed delivering skill based lessons to two classes of students. Event recording, a form of systematic observation, was used in data collection. A multivariate analysis of variance was conducted with independent samples T-tests conducted for specific demographic data. Results indicated no significant differences in the frequency of teacher feedback and teacher proximity in relation to student body mass index (BMI) or student gender. Results of the analysis of various pieces of demographic information showed teachers who use some of the Physical Focus Curriculum activities had a higher rate per minute of teacher feedback than teachers who use none of the curriculum. Analysis also showed that teachers using more individualized skill based activities provided significantly higher rates of feedback and proximity than those conducting large group activities. Further analysis of demographic data revealed those teachers currently coaching a sport provided less feedback and proximity to students in class than those not currently coaching. Membership in the state professional organization did not have any effect upon rates of teacher feedback or proximity. The effects of teacher gender on rates of feedback and proximity showed female teachers are more proximal to all students than male teachers. Recommendations to be considered when conducting further research include increasing the sample size, development of more specific instrumentation to measure rates of feedback and proximity in an activity setting, implementing more control of the type of activity and instruction provided, and including more diversity in the study.

This study sought to improve the learning outcomes at the Missionary Training Center in Provo, Utah. Here, missionary trainees aged 19-24 are taught language and doctrine in an accelerated environment. In an effort to improve learning outcomes, the effect of formative feedback provided to students and summary feedback provided to teachers was assessed in a 2x2 factorial design with a separate control group. Four dependent variables were assessed including (a) doctrinal knowledge, (b) knowledge of teaching principles, (c) language grammar, and (d) ability to speak in a foreign language. The results showed that students who received immediate formative feedback outperformed students who did not receive such feedback. However, providing summary feedback to teachers did not lead to an increase in achievement. The interaction effect was not statistically significant. The results indicated that students who completed formative assessments significantly outperformed students who did not complete such assessments.

This study sought to improve the language learning outcomes at the Missionary Training Center in Provo, Utah. Young men and women between the ages of 19-24 are taught a foreign language in an accelerated environment. In an effort to improve learning outcomes, computer-based practice and teaching of language performance criteria were provided to missionaries in an effort to allow them to progress at their own pace outside of the classroom. The effect of computer-based practice and the teaching of language performance criteria were assessed in a 2x2 factorial design. The dependent variable was speaking proficiency in the Spanish language. This variable was assessed in two different ways: (a) human-rated speaking proficiency and (b) computer-scored speaking proficiency. Results suggest that the teaching of language performance criteria increases speaking proficiency over those who are not taught the criteria. Missionary trainee responses also indicate that the training of criteria helped the trainees to evaluate their own performance and the performance of other language speakers. Missionary trainees also reported that this training helped them to see their own progress and to set appropriate learning goals.