Denna studie utforskar distansarbetares upplevelser av kommunikation och skriftlig feedback inom organisationer. Studien undersöker utformningen av skriftlig feedback och dess inverkan på informationsupptagning samt hur distansarbetarnas upplevelser kan ses utifrån det sociokulturella perspektivet. Studien syftar till att ge ökad förståelse för hur skriftlig feedback i distansarbetsmiljön uppfattas och påverkar mottagarna. Studiens metod bygger på ett kvalitativt tillvägagångssätt för att utforska distansarbetares upplevelser. Genom en digital enkät med öppna frågor strävade studien efter att fånga djupare insikter från deltagarna. Efter en tematisk analys betonade resultatet vikten av den skriftliga feedbackens utformning, där önskemålet om framåtblickande intentioner och förståelse för arbetet framkom. Resultaten understryker behovet av tydlig och anpassad skriftlig feedback, med hänsyn till individuella tolkningsprocesser och understryker att utformningen av skriftlig feedback har en avgörande påverkan på hur informationen tas emot. En positiv grundton underlättar informationsupptagningen och ökar mottagarens mottaglighet, medan en negativ ton riskerar att skapa försvarsläge och minska motivationen att förbättra sig. Studien lyfter även fram teknologins roll som en central artefakt för kommunikation i distansarbetet och tar fram utmaningar som fördröjd kommunikation. För fortsatt forskning föreslås studier om kulturella påverkningar på feedbackmottagande och olika kommunikationsverktygs inverkan. Resultaten från studien är relevanta för organisationer som strävar efter att förbättra kommunikation och feedback i en alltmer distansarbetsinriktad miljö. / This study explores distance workers experiences of communication and written feedback within organizations, with focus on examining the design of written feedback and its impact on information absorption. The study also focuses on how their experiences can be seen from the sociocultural perspective. The study aims to provide increased understanding of how written feedback in the distance work environment is perceived and affects the recipients. The methodology is based on a qualitative approach to explore their experiences. Through a digital survey with open questions, the study captured deeper insights. The results emphasized the importance of the design of the written feedback, where the desire for forward-looking intentions and understanding of the work emerged. The results underline the need for clear written feedback, taking individual interpretation processes into account and underline that the design of written feedback has an influence on how the information is received. A positive tone facilitates the absorption of information and increases the  receptivity, while a negative tone risks creating defensiveness and reducing the motivation to improve. The study also highlights the role of technology as a central artefact for communication in distance work and highlights challenges such as delayed communication. For further research, studies on cultural influences on feedback reception and the impact of different communication tools are suggested. The results of the study are relevant to organizations that strive to improve communication and feedback in an increasingly distance work-oriented environment.

The study investigated the impacts of different strategies of providing teacher written corrective feedback on first semester ESL/EFL students’ writing accuracy and writing quality. Four feedback strategies (indirect feedback, direct feedback, indirect feedback followed by direct feedback with explicit corrective comments, and no feedback) were employed in this study. One hundred twenty-one EFL freshman university students were randomly assigned into four feedback groups (IF, DF, IDECC, NF). Students in each group produced two narrative essays. Teacher feedback was provided in two segments for the first essay and students made two revisions based on the feedback. The errors on each stage of students’ writing were marked and counted to be compared among each stage of the writing and between groups. The results of data analysis showed that the mean number of errors in all three treatment groups decreased in each writing stage. All three treatment groups outperformed the no-feedback control group in each stage of writing in terms of grammatical accuracy and writing quality. There was no difference in the mean number of errors among three treatment groups in the first and second revisions. However, the IDECC group, who received indirect feedback followed by direct feedback with explicit corrective comments, outperformed all other groups in the second revision and in the new essay. The results also showed that the mean number of errors of all three treatment groups decreased in the new essay indicating that there was a long-term effect of teacher corrective feedback on the new essay. The results of the study suggest that providing teacher corrective feedback was effective in reducing students’ grammatical errors on their essays. All three treatment groups also gained in writing quality scores in the new essay indicating that, to a certain extent, there was an effect of teacher corrective feedback on writing quality. The findings are discussed in the context of the related literature. Areas of future research are discussed and practical implications are suggested. / Ph. D.

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To gain a deeper understanding of English-as-a-foreign-language (EFL) teachers’ knowledge, thoughts, and beliefs about written feedback (WF), this thesis explored four Swedish upper secondary school EFL teachers’ cognitions about WF, the sources of their cognitions about WF, and ways in which their cognitions about WF are reflected in their actual feedback practices. To carry out this exploratory investigation, the study made use of semi-structured interviews, sample student texts with teacher WF, and stimulated recall interviews. Using thematic analysis, the findings revealed five main themes of cognitions about WF: WF as a tool based on student needs, basis for discussion, precise error, progression tracker, and self-sufficiency. The findings also show that the three main sources of cognitions about WF were receiving WF, practicum & teacher education, and learning by doing. An implication of this study is that EFL teachers need to give different types of WF depending on the learner.

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Feedback is discussed in many disciplines. In behavior analysis, it has been discussed in terms of its functions, many coming to different conclusions. The present study evaluated whether therapists' preferred temporal and format of feedback shifted or changed during acquisition or maintenance of skills implementing a tact program using a token economy system after a brief exposure to all possible feedback combinations. Three participants completed a questionnaire before they were exposed to a feedback sampling phase and preferred feedback phase. Preferred way of recieving feedback was asked at the beginning of each session. Two out of three participants switched preferences after achieving mastery of task. Task mastery may make feedback delivered at the end of a session more desirable while task acquisition may make feedback delivered at the end of a trial more valuable. Limitations and future research were discussed.

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