• 영어어문교육
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• 제13권1호
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• pp.111-131
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• 2007

This study explores teacher's corrective feedback types in an error treatment sequence in Korean EFL classroom setting. Corrective feedback moves are coded as explicit correction, recast, or initiations to self-repair. The frequency and distribution of each corrective feedback type are examined. But the special focus was given on feedback types eliciting learner's self-repair (clarification request, metalinguistic feedback, elicitation, and repetition of error) because initiations to self-repair are believed to facilitate language learning more than other strategies. The results of the study are as follows. First, there was an overwhelming tendency for teacher to use recasts whereas initiations to self-repair were not used as much as recast (52.4% vs. 29.5%). Second, the teacher tended to select feedback types in accordance with error types: namely, recasts after phonological, lexical, and translation errors and initiations to self-repair after grammatical errors though the differences were not significant. Finally, teacher's belief and students' expectation on corrective feedback were compared with actual corrective feedback representations respectively and some mismatches were found. Though both teacher and the students acknowledged the importance and necessity of self-repair, self-repair were not put into practice as such. Therefore, this study suggests more initiations to self-repair be used for effective language learning.

• 전기의세계
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• 제13권4호
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• pp.25-29
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• 1964

This paper shows that higher amplification can be achieved by applying load current on the internal feedback winding of the magnetic amplifier under test. Since the magnetic flux of the control winding and internal feedback winding saturate the core more fully, the permeability tends to zero and load current increases to the value more than that of ordinary magnetic amplifier without feedback.

• Educational Technology International
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• 제20권1호
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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.

• 대한수학회보
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• 제35권2호
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• pp.325-338
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• 1998

Some nonlocal boundary value problems which arise from a feedback control problem are considered. We give a precise statement of the mathematical problems and then prove the existence and uniqueness of the solutions. We consider the Dirichlet type boundary value problem and the Neumann type boundary value problem with nonlinear boundary conditions. We also provide a regularity results for the solutions.

• Asia pacific journal of information systems
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• 제9권2호
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• pp.1-17
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• 1999

A feedback echo is a structured restatement of the user's query and informs the user what the system intends to do for the query. This provides backtracking of the user's query so that the user knows how the system has interpreted the query. This study scrutinizes whether the feedback echo, as currently available in the INTELLECT commercial system, can improve the performance of a casual user using a restricted natural language database interface. This study concludes that the particular type of feedback echo available in this commercial system was not effective in terms of overall performance for casual users. It is worth mentioning, however, that the feedback echo was effective for the specific type of error: using wrong conditions for data retrieval.

• 제어로봇시스템학회논문지
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• 제2권4호
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• pp.318-323
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• 1996

The speed of SR(Switched Reluctance) motor can be controlled by switching angle. However, since the relation between speed and switching is nonlinear, it is difficult for simple adjustment schemes to achieve the desired performances. In this paper, an error.feedback nonlinear compensator with robustness is proposed for improving the performances of the switching angle controlled SR motor. The proposed controller consists of integral type control and relay type control. The integral type controller which operates regulation, is derived by the steady.state I/O(input/output) map and the relay type controller which works tracking, is designed by Lyapunov stability theory. The validities of the proposed controller are confirmed with the experimental results.

• 영어어문교육
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• 제16권1호
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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.

• 한국통신학회논문지
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• 제33권3A호
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• pp.327-334
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• 2008

동일 채널 중계기에서는 송 수신 신호간의 간섭으로 인해 중계기의 출력이 제한되는 문제점이 있다. 이러한 문제를 해결하기 위해 중계기에서 수신 신호를 복조하여 궤환채널을 추정하고 궤환신호를 제거하는 방법이 제시되었으나, T-DMB 시스템과 같이 파일럿 간격이 넓은 시스템에 복조형 궤환신호 제거방법을 적용할 경우 궤환채널 추정 속도가 느리다는 단점이 있다. 이를 극복하기 위해 본 논문에서는 시간영역의 파일럿을 여러 개의 서브 그룹으로 분할하여 궤환채널을 추정함으로써 적응 필터의 갱신 횟수를 증가시킬 수 있는 방법을 제안한다. 제안된 방법은 궤환채널 추정 속도를 개선하여 궁극적으로 궤환신호 제거 성능을 향상시킨다. 모의실험을 통해 제안된 방법이 기존 방법에 비해 궤환채널 추정 속도와 잔류 궤환신호 전력 (RFP) 측면에서 우수함을 보인다.

• 한국컴퓨터그래픽스학회논문지
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• 제26권3호
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• pp.69-77
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• 2020

본 논문은 3차원 가상환경에서 드로잉할 때, 사용자에게 위치 입력에 대한 피드백을 부여하는 효과적인 방법을 설계하고 그 성능을 측정하여, 피드백을 통해 사용자가 올바른 위치를 입력하는데 도움을 줄 수 있는지 확인하고자 한다. 주어진 선 형상을 핸드-헬드 컨트롤러를 이용하여 따라 그리는 실험에서 사용자에게 위치 입력 오차에 대해 세 단계의 시각, 청각, 촉각 피드백을 각각 제공하고, 어떤 피드백이 가장 효과적인지를 분석하였다. 피드백의 형태에 따른 위치 입력 정확도를 분석한 결과, 피드백은 특정 크기 이상의 입력 오류를 크게 감소시킬 수 있었으며, 시각과 촉각 피드백이 청각 피드백보다 효과적이었다.

• 영어어문교육
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• 제17권1호
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• pp.81-99
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• 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.