• Journal of English Language & Literature
• /
• v.57 no.6
• /
• pp.977-998
• /
• 2011

The purpose of this study is to investigate prospective teachers' perceptions of the peer review comments readily available to them during the writing process in a teacher training class. Given these needs, we employ a qualitative method of inquiry giving voice to the learner's own view of peer feedback. The data we wish to consider is first-person narratives elicited from four EFL college students, who are prospective teachers of English. With regard to the EFL students' narrative considered here, all were attentive to the feedback they received. Moreover, the way in which these EFL writers talk about peer response activity reflects that they still welcome peer feedback because of the benefits to be accrued from it. Although this study, covering only four EFL students in total, can hardly be considered conclusive, we attempt to offer a synthesis of their stories. First of all, students indicate that they received responses from "authentic readers" (Mittan 1989, 209). We do note, consequently, that students gain a clear understanding of readers' needs by receiving feedback on what they did well and on what seems unclear. Perhaps the greater effect of peer feedback claimed by these students is that they take active roles in utilizing peer comments. Since they feel uncertain about the validity of their classmates' responses, students feel that they have autonomy over their own text and can make their own decisions on whether they should accept their peer comments or not. This contrasts with their treatment of teacher comments that they accept begrudgingly even if they disagree with them. Four EFL writers talked a lot, typically in a positive way, about peer response to their writing, yet they have expressed reservations about the extent to which they should put any credence in comments offered by their fellow students. Perhaps this is because their fellow students are still developing writers and EFL learners. In turn, they were sometimes reluctant to accept the peers' comments. Thus, in EFL contexts, L1 use can be suggested during peer feedback sessions. In particular, we have come to feel that L1 use enables both reviewers and receivers to have more productive peer review experiences. Additionally, we need to train students not "to see peer feedback as potentially bad advice" (Silva et al. 2003, 111). Teachers should focus on training students to utilize their peers' comments. Without such training, students will either ignore feedback or fail to use it constructively.

• The Journal of the Convergence on Culture Technology
• /
• v.10 no.1
• /
• pp.419-425
• /
• 2024

As digital communication gains prominence, there is an increasing trend in uncivil behaviors like rude or hateful comments and the empathetic actions towards them, highlighting the need for social efforts to address these issues. As part of these endeavors, we investigated how avatar feedback in a virtual news portal affects users' empathy towards uncivil comments. We defined both posting and empathizing with uncivil comments as antisocial actions. To this end, we posted socially controversial news in a virtual space and provided feedback in two forms when participants selected uncivil comments: text-only feedback and feedback accompanied by an avatar. We then assessed the impact of this feedback on behavioral conformity, guilt, and self-image concern through surveys. Our results showed that avatar-provided feedback significantly influenced participants' social responses more than text-based feedback. Interaction with avatars notably increased participants' behavioral conformity, guilt, and self-image concern. We concluded that avatar-based interactions can positively influence users' social behaviors and attitudes, suggesting their potential in fostering a more civil and responsible digital communication culture.

• Korean Journal of English Language and Linguistics
• /
• v.3 no.2
• /
• pp.181-210
• /
• 2003

The purpose of the study was to investigate how Korean EFL writing instructors give feedback to their students' writing and what influences their feedback. A total of 12 Korean EFL instructors in Korean universities teaching freshman English and intermediate EFL writing courses provided their feedback given on students' writing samples and participated in interviews. Interviews were analyzed qualitatively with a constant comparative approach and some data from writing samples and questionnaires produced descriptive statistics. The first lesson from the results of the study was that grammar was still the most frequent concern in giving feedback on students' writing. Contrary to the participants' report, comments on content and organization were not produced very often. The second lesson came from the interview data. Some aspects of teacher feedback seemed mostly influenced by their beliefs on L2 writing and experience in teaching L2 writing. The final and major lesson was that teachers chose how they would give comments on students' writing depending on whether they found their feedback helpful in students learning to write. EFL writing teachers can produce effective feedback by clearly communicating their beliefs about L2 writing and criteria in their feedback to students in their EFL writing classrooms.

• English Language & Literature Teaching
• /
• v.13 no.4
• /
• pp.1-32
• /
• 2007

This study took a cross-sectional, quantitative approach and profiled EFL students' awareness of the writing process and of teacher feedback. The subjects were 113 college students aged 19-26 years from non-English majors, who were enrolled in three sections of a required English course. According to the scores gained from the essay writing assignment, they were divided into two groups (proficient and less-proficient writers) and responded to an in-class survey. Major findings were that: (1) the vast majority of both groups did not find English writing enjoyable; (2) longer comments gave rise to substantial changes to the students' revisions; (3) the less-proficient writers were shown to benefit from revision significantly more than the proficient writers; (4) Both groups of writers utilized multiple strategies to process teacher feedback and preferred to receive teacher comments using complete sentences rather than phrases or single words; and (5) teacher's marks on grammar and vocabulary claimed to be most conducive to EFL writing development. Several important implications for EFL writing instruction and for future studies are suggested.

• Korean Journal of Child Studies
• /
• v.20 no.2
• /
• pp.125-138
• /
• 1999

This study explored mother-infant interactions during reading of picture books with and without printed words. The interactions of 40 mother-infant dyads(??) were video-taped while mothers read the books aloud to their 1- or 2-year-old child at home. When reading the books with words, mothers used more "where" questions and gave more feedback to the non-verbal behavior of the infants. Mothers gave more labels, descriptions, predictions, and "what", "function/activity" questions when reading the wordless book. The infants used more nonverbal answers reading the book with words. The mothers of the 2-year-olds used more "what", "function/activity" questions, and gave feedback to their verbal behaviors. The 2-year-olds used more imitation, verbal answers, and comments. For the mothers of the 2-year-olds, the interaction with the wordless book led to more attention-recruiting and bridging. For the children, however, reading the wordless book led to more labels, questions, and comments.

• English Language & Literature Teaching
• /
• v.17 no.1
• /
• pp.81-99
• /
• 2011

The role of corrective feedback (CF) has long been discussed in the field of second language acquisition. It has been claimed that CF enables learners to notice the problems in their second language (L2) production. However, it should not be assumed that learners always adequately interpret teachers' responses to their problematic utterance as correction. Especially when feedback is provided in an implicit way, the possibility that CF goes unnoticed should not be excluded. In this regard, the study aims to investigate how learners perceive teachers' corrective feedback in English classrooms in Korea. The study focuses particularly on examining the relationship between type of feedback and target linguistic content with learner interpretation of teacher corrective intention. Nine classrooms were observed and videotaped. Forty-five students and nine teachers participated in stimulated recall interviews. Their comments were analyzed to document the learners' perception and the teachers' intention of feedback. It was found that learner perception of teacher corrective intention was at its greatest when feedback was provided explicitly and was focused on morphological errors.

• Information Systems Review
• /
• v.16 no.1
• /
• pp.1-15
• /
• 2014

Despite the sizable growth of the group buying market, consumer complaints have recently raised skepticism about the future of these sites. Thus, building a trustworthy transaction environment has become a critical issue. In exploring a trust-building mechanism, we pay particular attention to the role of merchandisers who specialize in finding products or services and marketing them to potential buyers on group buying sites. The purpose of this study is to examine whether providing merchandiser feedback comments and performance profiles on group buying sites leads consumers to evaluate the community of merchandisers more favorably and makes them more likely to purchase products or services. Research hypotheses were tested with data obtained from 124 subjects who participated in a laboratory experiment. The results empirically demonstrate that merchandiser feedback comments and performance profiles enhance buyers' trust in the community of merchandisers participating in a group buying site. This enhanced trust, in turn, increased buyers' intention to purchase products or services through the group buying site.

• Journal of Information Technology Applications and Management
• /
• v.21 no.3
• /
• pp.19-33
• /
• 2014

Crowdsourcing is a popular tool for firms to harness external knowledge and resources. One variation of crowdsourcing entails the use of corporate channels in social network services (SNS) such as Twitter to hold public idea competitions. This study examined the role of feedback interaction between participants of idea competitions. More specifically, the study examined the impact of incentives to provide feedback on other participants' ideas. We found that idea competitions where explicit incentives were introduced to elicit crowdsourced feedback in the form of qualitative comments resulted in improved idea generation performance-with more ideas generated overall, and more ideas generated through participant collaborations, through increased comment-posting activities. Based on the findings, implications for theory and practice are discussed.

• Journal of Korean Elementary Science Education
• /
• v.29 no.3
• /
• pp.341-349
• /
• 2010

In this study, the effects of concept mapping with feedbacks providing explanatory comments on students' achievement, science learning anxiety, and science learning motivation were investigated in the undergraduate general chemistry course. The aptitude-treatment interactions between students' level of mastery goal orientation and the concept mapping with explanation feedback treatment were also examined. Sixty-seven freshmen from an university of education were assigned to a control group and a treatment group. The tests of mastery goal orientation, science anxiety, and science learning motivation were administered as pretests. For the treatment group, feedback providing students with explanatory comments through whole class discussion was presented after each concept mapping. Whereas the control group students were presented with opportunities solving excercise problems followed by explanation feedback. The intervention was lasted for 10 weeks (30 class periods). After the instructions, a researcher-made achievement test, the science learning anxiety test, and the science learning motivation test were administered. The results indicated that no statistically significant difference was found in students' achievement. In the science learning anxiety, however, the scores of the treatment group was significantly lower than those of the control group. The scores of the treatment group also tended to be higher, though not significant, than those of the control group in the science learning motivation. However, no significant aptitude-treatment interactions were found in all dependent variables.

• English Language & Literature Teaching
• /
• v.15 no.2
• /
• pp.151-168
• /
• 2009

The present study investigates the impact of trained peer feedback on the quantity and quality of revisions made by EFL students at a low-intermediate level. Peer review training was carried out in experimental group through four in-class training sessions and four peer dyad-instructor conferences after class. Students' $1^{st}$ drafts with written peer feedback and revised drafts prior to and post training were collected and analyzed. Results reveal that after training the students produced more revisions in response to their peer comments (96% of total revisions) and those revisions were counted as enhanced in quality (93% of peer-triggered revisions). In contrast, the results of paired t-test within control group indicate that there was no significant difference between two data collected from week 3 and week 16 (t = -.57, df =19, p = .577 at p < .05). The findings suggest that training as an ongoing process of teacher intervention contributes to effectiveness of the peer feedback activity. The study provides pedagogical implications for how to structure and implement peer review training for the sake of its direct strength in an EFL writing class.