• English Language & Literature Teaching
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• v.16 no.4
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• pp.133-152
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• 2010

There is disagreement, among researchers, on the benefits of corrective feedback on L2 learners' written output. Some scholars advocate the usefulness of corrective feedback while some claim that error correction is ineffective and even harmful. So far, however, research outcomes cannot settle this debate. Based on this debate, this study examines whether there is a difference among diverse types of feedback on the effects of L2 learners' writing improvement. This study found that teacher's direct feedback was more effective than any other types of feedback on the effect of participants' writing improvement. In particular, teacher's direct feedback helped their improvement on grammar, mechanics, and form. Among the types of peer feedback, self-correction was the most effective. In teacher feedback, form-focused feedback had more effects than content-focused feedback, but no difference with regard to peer feedback. In addition, teacher's content-focused feedback was more effective than peer's content-focused feedback. Overall, in all types of feedback, teacher feedback was more effective than peer feedback. However, direct (form-focused) feedback was the most effective in teacher feedback, and self-correction in peer feedback. The least effective feedback in both teacher and peer feedback was indirect (form-focused) feedback, which is simple underlining of errors.

• Educational Technology International
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• v.20 no.1
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• pp.57-81
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• 2019

This study aimed to investigate effects of peer feedback types and feedback acceptance levels on academic achievement in project-based learning. The participants were 70 middle-school students taking an English course. They were divided into corrective and suggestive feedback groups. These participants were asked to create user-created content (UCC) as an individual task and provide peer feedback on a peer's UCC in the same type of feedback group. Results showed that there were significant differences in academic achievement according to peer feedback types (corrective vs. suggestive) and feedback acceptance levels (high vs. low). In particular, the suggestive peer feedback group had higher academic achievement than the corrective peer feedback group. Moreover, the group with a high level of feedback acceptance gained higher academic achievement than the group with a low level of feedback acceptance. Moreover, there was an interaction effect between peer feedback types and feedback acceptance on academic achievement. These results indicate that peer feedback types and feedback acceptance should be considered for effective peer feedback activity. These findings provide practical implications for the design and implementation of peer feedback activity in project-based learning.

• Korean Journal of Clinical Pharmacy
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• v.27 no.2
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• pp.55-62
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• 2017

Experiential education is a core curriculum of pharmacy education. In experiential education, formative feedback is an integral component of learning and teaching process. Feedback is defined as information provided by a preceptor regarding student's performance based on direct observation. With effective feedback, students can have opportunities to reinforce or correct behaviors and to acquire knowledge or skills. Students highly value and appreciate feedback. They rank provision of effective feedback as one of the most important qualities of preceptors. Preceptors, however, lack an understanding of feedback or practical skills necessary for providing effective feedback. As a result in reality, the feedback provided to students can be differentially effective in improving students' learning. This article describes a theoretical understanding of feedback including definition and value, as well as types of feedback. In addition, practical aspects in providing feedback, such as contents, timing, techniques, and models, are addressed. By understanding the value of feedback and mastering various feedback skills, preceptors will promote students' learning and enhance educational outcomes of experiential education.

• Journal of the Korean Society of Safety
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• v.33 no.4
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• pp.72-77
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• 2018

There are various approaches to prevent industrial accidents, of which the focus on human factors is behavior based safety(BBS). The BBS provides positive feedback on safety behavior and corrective feedback on unsafe behavior. Determining the feedback ratio of positive and correct feedback is an important issue in BBS. The purpose of this study was to examine the effects of positive and corrective feedback ratio on safety performance and feedback acceptance. The participants of this study were sixty undergraduate and graduate students at C University in Seoul, Korea. Participants were asked to work on a simulated welding task. The independent variable of was different positive vs. corrective feedback ratio (1:1 and 1:4). The dependent variables were the amount and the number of correctly completed work tasks, compliance rate of safety behavior, and feedback acceptance. The experimental design of this study was 2 x 2 mixed design. The results showed that feedback, regardless of the ratio, increased both correctly completed work tasks and the compliance rate of safety behavior, while 1:1 positive vs. corrective feedback ratio was more effective than 1:4 ratio. In addition, 1:1 ratio produced higher level of feedback acceptance compared to 1:4 ratio.

• Journal of the Korean Institute of Telematics and Electronics B
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• v.31B no.8
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• pp.47-56
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• 1994

The dynamic feedback is well-known to be much more powerful tool in control than the static one. This paper deals with the dynamic feedback linearization of the nonlinear systems which are not (static) feedback linearizable. The dynamic feedback linearization problem is however too difficult to solve at momemt. Thus we introduce a restricted class of the dynamic feedback (pure integrators followed by the static feedback) which is often used to study the problems using dynamic feedback and obtain the necessary and sufficient conditions of the linearization problem using this class of the dynamic feedback.

• English Language & Literature Teaching
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• v.18 no.1
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• pp.45-68
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• 2012

This study aims to investigate the different opinions about feedback given to high level Middle School students about their writing.18 students in the Gifted Program participated in the study. They were divided into three groups through their presurvey answers according to their language learning opportunities and genders. Students language self-assessment was compared with achievement as well. Three times of students' written work were collected. They then received feedback from the teacher and their two peers respectively. With the teachers' and peers' feedback, they completed their final draft. The study then examines how much the students take feedback practically from the different feedback givers. Examples of formative and corrective feedback were arranged to find out the differences in the students practice when giving and taking feedback. These Gifted class students showed that they didn't care much about who gave them the feedback, instead they cared more about how much language competence they presumed the feedback giver had. Implications of the findings are discussed and future study is suggested.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.19-40
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• 2009

Teacher written feedback on student compositions has received tremendous attention in second language (L2) writing research. Notwithstanding the importance of understanding both teachers' and students' perspectives on the feedback process, much of the feedback research has only looked into one-side of the story - adopting either the teacher's or the student's perspective. The current study is an attempt to look into both sides of the story by examining the types of written feedback that students prefer, the extent to which students' preferences and teachers' actual feedback practice overlap, and the extent to which student perceptions of teacher feedback coordinate teacher self-reflections on their feedback practice. Three English composition classes (3 teachers and 46 students) at a university participated in this study. It analyzed student and teacher data from questionnaires and teacher written feedback on student compositions. The results showed that students' preference for feedback on global and local issues varied across the three composition classes. This is partly a consequence of how students perceived the type of feedback that their teachers practiced. Teacher self-reflection on and student perception of teacher written-feedback generally coordinated. These findings are discussed in light of how contextual factors affect learner perception of teacher written feedback and underscore the need for examining students' reactions to feedback and teacher self-reflection.

• Journal of Korean society of Dental Hygiene
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• v.21 no.4
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• pp.481-489
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• 2021

Objectives: This study was conducted to understand the effect of learners' self-determination on class participation, focusing on the feedback type of educators. Methods: A survey was conducted from May 1 to May 31 2021 on dental hygiene students, and a total of 151 valid responses were analyzed. The questionnaire consisted of general characteristics, self-determination, class participation, and educator's feedback type. The analysis method used correlation analysis and hierarchical regression analysis. Results: In relation to self-determination, class participation, and feedback type of educators, self-determination was positive feedback (r=0.338, p<0.01), class participation was corrective feedback (r=0.418, p<0.01), and positive feedback was correction (r=0.742, p<0.01). As a result of the mediating effect of the educator's feedback type in the relationship between self-determination and class participation, it was found to be significant by partially mediating positive and corrective feedback. Conclusions: It was found that the right to self-determination influences class participation based on positive feedback and corrective feedback of educators. It relates to efforts to strengthen learners' self-determination and provide appropriate types of feedback from educators.

• Journal of Sensor Science and Technology
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• v.31 no.4
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• pp.260-265
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• 2022

In this study, we establish hyper-elastic haptic feedback in a virtual environment using finite element analysis techniques and develop a Force Torque (FT) sensor utilization method for application in tele-operation environments. In general, regarding haptic feedback data, in a tele-operation environment, the user is provided with feedback according to the measured force data when the model is inserted through an FT sensor. Conversely, in a virtual environment, the press-fitting model can be expressed through the spring-damper system rather than an FT sensor to provide feedback. However, unlike rigid and the elastic bodies, the hyper-elastic body represented by a spring-damper system in a virtual environment is a simple impedance model using stiffness and damping coefficients; it is limited in terms of providing actual feedback. Thus, in this study, haptic feedback was implemented using the data obtained from POD-RBF analysis results during hyper-elastic press-fitting experiments. The haptic feedback mechanism developed in this study was verified by comparing the FT sensor feedback data measured and calculated through hyper-elastic press-fitting experiments with spring-damper feedback data. Subsequently, the POD-RBF analysis feedback was compared and evaluated against the feedback mechanism of each environment through the test subject, and the similarities between the POD-RBF analysis feedback and FT sensor data feedback were verified.

• PNF and Movement
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• v.19 no.1
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• pp.31-42
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• 2021

Purpose: The purpose of this study was to investigate the effect of visual and auditory feedback combined with theraband exercise in rounded shoulder posture. Methods: There were 43 adults with rounded shoulder posture who had a distance of 2.5 cm or more from the posterolateral of the acromion to the table in the supine position that participated. The participants were randomly divided into four groups: those with visual feedback from the lateral view (visual feedback; VFB, n = 11) provided, those with auditory feedback of praise (auditory feedback; AFB, n = 10) provided, those with visual feedback and auditory feedback (visual auditory feedback; VAFB, n = 11) provided, and those without any feedback (control group; CON, n = 11). Theraband exercise with or without feedback was carried out three times per week for three weeks. To confirm the effect of theraband exercise with visual feedback and auditory feedback on pain, range of motion (ROM), posture, and psychological variables were measured before and after exercise in participants with rounded shoulder posture. Results: The VAFB group showed significant differences in pain, ROM, posture, and psychological variables when compared before and after treatment. However, the differences among the VAFB, VFB, AFB, and CON groups were significant in the ROM of abduction, the New York Posture Rating, and the scapular index. Conclusion: In conclusion, theraband exercise combined with visual feedback from the lateral view and auditory feedback by praise improved rounded shoulder posture. Moreover, auditory feedback was more significant statistically than visual feedback.