This study investigates whether there is a relationship between student motivation and Focus on Form (FonF) frequency in English language teaching (ELT), with a focus on Swedish upper secondary school. The goal is to identify potential patterns of inefficiency in ELT that may need remediation, and to investigate potential benefits of promoting student motivation in ELT. The theoretical framework encompasses second language acquisition (SLA), FonF, ELT, corrective feedback and student motivation, including theories regarding intrinsic and extrinsic motivation. Previous research includes findings regarding reactive and pre-emptive FonF, as well as motivational strategies. The applied methods include a questionnaire for self-evaluation regarding the students’ motivation in regard to English learning, and structured classroom observations. Three groups of students partook in the study: two groups attending an academic upper secondary school program, and one group attending a vocational upper secondary school program. One lesson á 55 minutes per group was observed. The results indicate that pre-emptive FonF occurs more frequently in groups with high intrinsic motivation, suggesting a potential relationship.

Indiana University-Purdue University Indianapolis (IUPUI) / Predictability of tooth displacement in response to specific orthodontic load system directly links to the quality and effectiveness of the treatment. The key questions are how the tooth’s environment changes in response to the orthodontic load and how the biological tissues respond clinically. The objectives of this study are to determine the mechanical environment (ME) changes and to quantify the biological tissues’ response. Eighteen (18) patients who needed maxillary bilateral canine retractions were involved in the study. A method was developed to quantify the 3D load systems on the canine, which allowed the treatment strategies to be customized in terms of orthodontic loading systems to meet either translation (TR) or controlled tipping (CT) requirement. Dental casts were made before and after each treatment interval, and the Cone Beam Computed Tomography (CBCT) scans were taken prior to and following the entire treatment for control of treatment strategy and post treatment evaluations. Finite element method (FEM) was applied to calculate the location of center of resistance (CRes) for tooth movement control. The location and variation of CRes were recorded and compared with previous studies. A quick CRes assessment method that locates CRes by calculating the centroid of the contact surface (CCS) and the centroid of the projection of root surface (CPCS) in certain direction was also tested and compared with the results from FEM. Customized T-loop spring, a kind of orthodontic appliance, was designed, fabricated, and calibrated on a load measuring system to ensure that the load met the clinician’s prescription. The treatment outcomes in terms of tooth displacement and root resorption characterized by the changes of tooth length and volume as well as the bone mineral density (BMD) represented by the Hounsfield units (HU) change were recorded and analyzed. The ME in terms of stress were also calculated by using FEM. Paired t-test and mixed model ANOVA methods were used to analyze the relationships between the mechanical inputs (quantified and customized load, and corresponding stress) and clinical outcomes (root resorption and BMD change). It was found that the overall root resorption is not significant for canine retraction, but apical root resorption does occur, meaning that orthodontic load is not a sufficient factor. Also, it was observed that HU distribution changed significantly in both root and alveolar bone. The maximum reduction was on the coronal level in the direction perpendicular to the direction of movement in root, and in the direction of the tooth movement at the coronal level in bone. In addition, it was determined that the locations of the CRes in the MD and BL directions were significantly different. The locations of the CRes of a human canine in MD and BL directions can be estimated by finding the CPCSs in the two directions. Finally, it was shown that the stress invariants can be used to characterize how the osteocytes feel when ME changes. The stress invariants in the alveolar bone are not significantly affected by different M/F. The higher bone modeling/remodeling activities along the direction of tooth movement may be related to the initial volumetric increase and decrease in the alveolar bone.

With the rise of English as the go-to language in the world, it has also become an important subject in the Swedish education system, aimed at preparing students for the English requirements expected of them in higher education and business. However, communication and content have become the main focus in the classroom, with grammar and accuracy being judged as variably important from teacher to teacher. This has led to students feeling confident in speaking, but lacking the skills needed to create accurate and coherent texts, the effects of which are detrimental to their credibility and can have serious negative effects in the workplace. The aim of this paper is to investigate the efficacy of different methods of corrective feedback (CF) aimed at improving grammatical accuracy in student writing. Eight studies were selected, looking at different methods of CF. The results showed that CF is indeed effective, but that many factors such as language proficiency, previous experience, scope of CF and error type influence the outcome of the CF. The implications of this are very relevant to the English classroom in Sweden as the classroom is not homogenous and teachers must take care to become aware of each student’s individual needs, prior knowledge and preferences in order to maximize the effectiveness of the CF. Future research could explore the effects of Dynamic CF and peer-reviewing, providing students with many opportunities to write and revise short texts while simultaneously actively engaging with language form.

Peer tutoring as an instructional strategy has been used by school personnel to increase academic achievement in the classroom setting. Traditionally, the peer tutoring concept relies on student partnerships linking higher achieving students with lower achieving students for structured reading sessions. Recently, new studies have focused on linking students with comparable reading achievements or cross-age peer tutors. Research suggests that using peer tutors may promote higher reading fluency in at-risk students as compared to teacher instruction. A potential reason for this phenomenon includes students’ comfort level with peers allowing for a more easy development of reading growth. The purpose of this study is to determine the effectiveness, efficiency, and scalability of cross-age peer tutoring on reading fluency and reading comprehension. The study involved 7 fifth grade struggling readers as tutors to 7 third grade struggling readers. Reading to Read was used as the intervention protocol. The dyads met for 5 weeks with progress monitoring conducted at the beginning of each week. Results indicated consistent benefit in improving reading fluency in 13 of the 14 participants. Several implications to the study can be identified. Peer assisted learning can benefit both participants in reading fluency. Participating in the peer assisted learning process improves the attitudes toward reading of below grade level readers. Further implications, limitations, and future research relating to the results of this study are also discussed.

Considérant ses nombreux bénéfices et son faible coût, le feedback de performance est une intervention fréquemment utilisée dans le domaine de la supervision et de la gestion de la performance (London, 2003). Néanmoins, plusieurs études rapportent que les émotions générées par le feedback, tant chez le récepteur que chez la source, entrainent un fort sentiment d’inconfort chez le gestionnaire amenant parfois celui-ci a complètement éviter sa transmission (Cannon et Witherspoon, 2005; Choi et al., 2018; Cox et al., 2011). Ainsi, l’auto-efficacité émotionnelle (AEÉ) du gestionnaire, soit sa confiance envers ses compétences émotionnelles, serait un construit important à étudier afin de favoriser les comportements de transmission de feedback en vue d’une gestion de la performance optimale (Deschênes et al., 2016). Or, à ce jour, il n’existe aucune échelle d’AEÉ spécifique à la transmission de feedback permettant de le faire. L’objectif de la présente thèse est donc d’adapter et de valider une échelle d’AEÉ en contexte de transmission de feedback (AEÉF) afin d’en déterminer les impacts sur les comportements de transmission de feedback. L’objectif du premier article est d’adapter l’échelle d’AEÉ de Deschênes et al. (2016) au contexte de la transmission de feedback, tant dans le contexte de transmission de feedback positif que dans le contexte de transmission de feedback correctif, et d’en vérifier sa validité concomitante. Les résultats des analyses factorielles confirmatoires, obtenus à l’aide d’un échantillon de convenance (n = 311) et de mises en situation, démontrent que l’échelle d’AEÉF ne possède pas la même structure selon la valence du feedback. Seule l’échelle d’AEÉ à transmettre du feedback correctif (AEÉF-) respecte la structure d’origine du construit en sept facteurs, soit l’AEÉ à percevoir, comprendre et gérer ses émotions et celles d’autrui, ainsi que l’AEÉ à utiliser les émotions. Sur le plan de la validité concomitante, l’échelle est également valide. En contexte positif, la structure de l’échelle n’a pu être confirmée. Ces résultats suggèrent que l’AEÉF+ et l’AEÉF- sont deux construits différents, ce qui rappelle l’importance d’en faire la distinction lors de l’étude de l’AEÉF selon la nature du feedback transmis (Ilgen et al., 1979). Reposant sur les constats du premier article et considérant que la transmission de feedback correctif représente un plus grand défi émotionnel, le second article vise à poursuivre la validation de l’échelle d’AEÉF- auprès d’un échantillon de gestionnaires. Plus spécifiquement, la structure factorielle, la validité de construit et la validité incrémentielle de l’échelle sont vérifiées. Les résultats (n = 343) confirment la structure en sept facteurs du construit d’AEÉF-. Comme prévu, les analyses de régression démontrent aussi que plus l’AEÉF- du gestionnaire est forte, moins il évitera de transmettre du feedback correctif lorsque nécessaire. Par ailleurs, si l’on compare avec la mesure d’AEÉ générale ne ciblant pas de contexte précis et avec les traits de personnalité, on n’observe pas d’apport significatif dans la prédiction de l’évitement à transmettre du feedback pour les construits globaux. Cependant, si l’on considère les dimensions particulières de l’AÉEF-, le construit aurait un avantage prédictif, comme stipulé par l’approche de Bandura (1977). La validité incrémentielle de l’échelle d’AEÉF- est donc partiellement confirmée. La présente thèse contribue aux développements des connaissances sur les déterminants influençant les comportements de transmission de feedback. Par ailleurs, la création d’un outil d’AEÉF- validé et possédant de bonnes propriétés psychométriques permet d’ouvrir la porte à l’étude du construit et ces impacts sur le feedback. Les limites et les pistes de recherche sont discutés en conclusion. / Considering its many benefits and its low cost, performance feedback is a frequently used intervention in the field of supervision and performance management (London, 2003). Nevertheless, several studies report that the emotions generated by the feedback, both for the receiver and the source, lead to a strong feeling of discomfort for the manager, sometimes leading him to completely avoid its transmission (Cannon and Witherspoon, 2005; Choi et al., 2018; Cox et al., 2011). Thus, the manager's emotional self-efficacy (ESE), e.g. his confidence in his emotional skills, would be an important construct to study in order to promote feedback transmission behaviors and an optimal performance management (Deschênes et al., 2016). However, to date, there is no ESE scale specific to the transmission of feedback allowing this to be done. The objective of this thesis is therefore to adapt and validate an ESE scale in the context of feedback transmission (ESEF) in order to determine its impact on feedback transmission behaviors. The objective of the first article is to adapt the ESE scale of Deschênes et al. (2016) to the context of the transmission of feedback, both in the context of giving positive feedback and in the context of giving corrective feedback, and to verify its concomitant validity. The results of the confirmatory factor analyses, obtained using a convenience sample (n = 311) and scenarios, show that the ESEF scale does not have the same structure according to the valence of the feedback. Only the ESEF scale to give corrective feedback (ESEF-) respects the original structure of the seven-factors construct, namely the ESE to perceive, understand and manage one's emotions and those of others, as well as the ESE to use emotions. In terms of concomitant validity, the scale is also valid. In positive feedback context, the structure of the scale could not be confirmed. These results suggest that the ESEF+ and the ESEF- are two different constructs, which reminds us of the importance of distinguishing them when studying the ESEF according to the valence of the feedback (Ilgen et al., 1979). Based on the findings of the first article and considering that the transmission of corrective feedback represents a greater emotional challenge, the second article aims to continue the validation of the ESEF- scale with a population of managers. More specifically, the factorial structure, the construct validity and the incremental validity of the scale are verified. The results (n = 343) confirm the seven-factors structure of the scale. As expected, the regression analyzes also show that the stronger the manager's ESEF- is, the less he will avoid giving corrective feedback when required. Moreover, if we compare with the general measure of ESE that does not target a specific context and with personality traits, we do not observe a significant contribution in the prediction of feedback avoidance for global constructs. However, if we consider the particular dimensions of the ESEF- the construct would have a predictive advantage, as stipulated by the approach of Bandura (1977). The incremental validity of the ESEF- scale is therefore partially confirmed. This thesis contributes to the development of the knowledge on the determinants influencing feedback giving behaviors. In addition, the validation of an ESEF- with good psychometric properties opens the door to the study of the construct and its impacts on feedback. Limits and avenues of research are discussed in conclusion.

This dissertation presents the design of a novel joining-in-type humanoid robot-assisted language learning that uses two robots to conduct a goal-oriented conversation with the human learner to practice English as a second language. The system uses implicit learning as the main learning style to teach the usage of a specific expression form. A mix of tutoring and peer learning is implemented in the course of a three-party conversation. This learning style enables the learner to gain linguistic knowledge, and at the same time it improves the performance of the speech recognition engine. / 博士(工学) / Doctor of Philosophy in Engineering / 同志社大学 / Doshisha University

The purpose of this study was to examine the relationship of the Direct Instruction program Corrective Reading on standardized achievement test scores specifically of reading scaled score gains in grade levels three through six in a selected school system in East Tennessee. The causal-comparative quantitative approach was the foundation for this study. Reading scaled score gains from the Tennessee Comprehensive Assessment Program (TCAP) achievement test Terra Nova given in the years 2001-2002 and 2003-2004 were analyzed by grade level using ANOVA and t tests to determine if the implementation of Corrective Reading had an impact on students' achievement. No statistically significant results (p = .05) were found between the year before implementation and the year after implementation with the exception of one grade level. Furthermore, no significant differences were found at any grade level between students participating in Corrective Reading and students not participating in Corrective Reading on the 2003-2004 TCAP Terra Nova test. In addition, gender, Title I status, Special Education status, and teacher status were analyzed for interaction between groups and Corrective Reading. Only one grade level, by gender, showed a significant difference in scaled score gains. There was a significant difference by Title I status at two grade levels. Special Education students had significant reading scaled score gains at two of the four grade levels with Special Education students who received special accommodations showing significant gains at two grade levels. Students who were taught Corrective Reading by a certified teacher showed significant reading scaled score gains at one grade level, whereas the other grade levels had no significant difference.

Indiana University-Purdue University Indianapolis (IUPUI) / External Apical Root Resorption (EARR) can be an undesirable side effect of orthodontic treatment. Several studies have already recognized a genetic predisposition to EARR, and some have suggested possible candidate genes that may be involved. The objective of this prospective study was to explore one possible candidate gene that may predispose individuals to EARR during orthodontic treatment. The TNFRSF11A gene encodes the receptor activator of nuclear factor-kappa β (RANK). Together with the RANK ligand, RANK mediates cell signaling that leads to osteoclastogenesis. A diallelic marker was used to investigate the possible relationship between a nonsynonymous TNFRSF11A (RANK) polymorphism and the individuals' development of EARR concurrent with orthodontic treatment. Buccal swab cells of 112 patients who had completed orthodontic treatment were collected for DNA isolation and analysis. EARR of the maxillary central incisors was calculated based on measurements from pre and post treatment occlusal radiographs. Linear regression analysis indicated that length of treatment, overjet, and molar classification are significant predictors of EARR (p=0.05). Other factors, including age, gender, and overbite, were not found to be significantly associated with EARR. An ANOVA was performed to examine the relationship of the genotyped TNFRSF11A marker with the dependent variable EARR. When individuals having at least one copy of allele 2 (1,2 and 2,3 genotypes) were pooled together, a marginally significant association was found between EARR and the marker. Further analysis using logistic regression revealed that individuals with a (1,1) genotype are 4.3 times more likely to be affected by EARR than a person with a (1,2) or (2,2) genotype. From these findings it was concluded that EARR is a complex condition influenced by several treatment variables with the TNFRSF11A gene and its product (RANK) contributing to the individuals' predisposition.

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