• English Language & Literature Teaching
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• v.17 no.3
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• pp.73-98
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• 2011

This study investigated the feasibility and effectiveness of incorporating oral corrective feedback into the content-based business English writing class. Two types of oral corrective feedback, recasts and metalinguistic feedback, were integrated into business English writing classes to help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tenses correctly in their written production. Prior to the treatments, the subjects had basic grammatical knowledge of the target verb tenses, but they had only limited control over them in their written production. Three groups were formed: recast group that received corrective recasting, metalinguistic group that received metalinguistic clues, and control group that received no oral corrective feedback. The study demonstrated that it was feasible to incorporate recasts and metalinguistic feedback into content-based business English writing classes and that metalinguistic feedback had greater and more endurable effects than recasts on promoting the correct use of the target verb tenses in written production. It can be concluded that oral corrective feedback, metalinguistic feedback in particular, can be used in the business English writing classroom to help students gain greater control over already partially acquired forms and therefore improve their writing accuracy.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.219-222
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• 2017

This study aimed to demonstrate the effect of feedback type on users' subjective responses in a voice user interface. Feedback type is classified depend on information characteristic it involves; verification feedback and elaboration feedback. Error type is categorized as recognition error and performance error. Users' subjective assessment about system, feedback acceptance, and intention to use were measured as dependent variables. The results of experiment showed that feedback type has impacts on the subjective assessment(likeability, habitability, system response accuracy) of VUI, feedback acceptance, and intention to use. the results also demonstrated an interaction effect of feedback type and error type on the feedback acceptance. It leads to the conclusion that VUI should be designed with the elaboration feedback about error situation.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.179-202
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• 2005

The purpose of this study is to examine whether the teacher feedback (TF) group and the peer feedback (PF) group exhibit significant differences in their English writing abilities and attitudes toward English writing. The subjects of this study are eighty-three college first-year students enrolled in a college English reading class. The subjects' first and final writing samples are used to measure the improvement of English writing abilities and a set of pretest and posttest questionnaires is administered in order to find their attitudes. The qualitative and quantitative analyses of the data collected show the following results. First, the two groups show no significant difference in their holistic scores. Neither do the two groups display any significantly different development in their analytic scores. Second, the two groups show no significant differences in attitude factors but writing confidence. These findings suggest that peer feedback can be used to encourage EFL college students to develop their writing abilities.

• The Journal of Korean Physical Therapy
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• v.29 no.2
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• pp.74-79
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• 2017

Purpose: The purpose of this study was to compare the effects of the FES-gait with augmented feedback training to the FES alone on the gait and functional performance in individuals with chronic stroke. Methods: This study used a pretest and posttest randomized control design. The subjects who signed the agreement were randomly divided into 12 experimental groups and 12 control groups. The experimental groups performed two types of augmented feedback training (knowledge of performance and knowledge of results) together with FES, and the control group performed FES on the TA and GM without augmented feedback and then walked for 30 minutes for 40 meters. Both the experimental groups and the control groups received training five times a week for four weeks. Results: The groups that received the FES with augmented feedback training significantly showed a greater improvement in single limb support (SLS) and gait velocity than the groups that received FES alone. In addition, timed up and go (TUG) test and six minute walk test (6MWT) showed a significant improvement in the groups that received FES with augmented feedback compared to the groups that received FES alone. Conclusion: Compared with the existing FES gait training, augmented feedback showed improvements in gait parameters, walking ability, and dynamic balance. The augmented feedback will be an important method that can provide motivation for motor learning to stroke patients.

• 제어로봇시스템학회:학술대회논문집
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• 2001.10a
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• pp.127.3-127
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• 2001

In this paper, we present a technique of feedback control for different types of DC-DC converter using single DSP To improve dynamic response due to the variation of input voltage and current from solar cell caused by weather condition, the system is modeled as a hybrid system and simulated by MATLAB. Simulation result and experimental system are also compared with analog feedback control system.

• 제어로봇시스템학회:학술대회논문집
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• 2000.10a
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• pp.537-537
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• 2000

The paper is extending output feedback nonlinear control and backstepping approaches to a class of systems approximately diffeomorphic to output feedback systems. The uncertainties under consideration are of two types - parametric and non-parametric. The non-parametric terms are assumed to be bounded by unknown constants. The backstepping procedure is applied to adapt with respect to both parametric uncertainties and the upper bound of non-parametric uncertainties.

• Journal of the Korean Society of Physical Medicine
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• v.16 no.4
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• pp.125-137
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• 2021

PURPOSE: The growing number of people exposed to a static sitting posture has resulted in an increase in people with a poor posture out of the optimally aligned posture because of the low awareness of a correct sitting posture. Learning the correct sitting posture by applying sensory feedback is essential because a poor posture has negative consequences for the spine. Therefore, this study examined the effects of the sensory feedback types on learning correct sitting posture. METHODS: Thirty-six healthy adult males were assigned to a visual feedback group, a tactile feedback group, and a visuotactile feedback group to learn the correct sitting posture by applying sensory feedback. The spine angle, muscle activity, and muscle thickness were measured in the sitting position using retro-reflexive markers, electromyography, and ultrasound immediately after, five minutes, and 10 minutes after intervention. RESULTS: The intervention time was significantly shorter in the visuotactile feedback group than the visual feedback group (p < .05). Compared to the pre-intervention, the repositioning error angles of the thoracic and lumbar vertebrae of all groups were reduced significantly immediately after intervention and after five minutes. After 10 minutes, there was a significant difference in the thoracic and lumbar repositioning error angles of the tactile feedback group and the visuotactile feedback group (p < .05). No significant difference was noted at any time compared to the pre-intervention in all groups (p > .05). CONCLUSION: The use of tactile and visuotactile feedback in intervention to correct the sitting posture is proposed.

• Journal of Korean Elementary Science Education
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• v.43 no.1
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• pp.64-80
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• 2024

This study aims to investigate the characteristics of verbal interaction in science class demonstrations conducted by elementary school pre-service teachers. Specifically, the study intends to examine the use of elements of verbal interaction and the progression of these interactions. Additionally, the study intends to analyze the perception of pre-service teachers about effective questioning and feedback and to determine the correlation between the proportions of the types of questioning and feedback positively perceived by the pre-service teachers and of the types of questioning and feedback used during class demonstration. Toward this end, the study analyzed the science class demonstration videos and class evaluation sheets submitted by 38 fourth-year students at the S University of Education. The results are as follows. First, pre-service elementary school teachers generally use close-ended questions during science class demonstrations. Moreover, they predicted that students would primarily provide the correct responses and would not engage in extended interaction by providing immediate feedback for the responses of the majority of the students. Second, pre-service elementary school teachers perceived the utilization of close-ended questions and immediate feedback in science class demonstrations more favorably than they did that of open-ended questions and delayed feedback. The study observed a weak positive correlation between the positive perception of specific types of questions and feedback and the use of such types in class demonstration. The results demonstrated that pre-service elementary school pre-service teachers tend to engage in fragmented verbal interactions during science class demonstrations. They primarily use close-ended questions and immediate feedback. This tendency is seemingly related to their perception of questions and feedback. Therefore, education institutions for training pre-service teachers need to provide opportunities for reflecting on verbal interactions, which tend to involve close-ended questions and immediate feedback. Lastly, assessing the perception of pre-service teachers of questions and feedback is also necessary.

• The Journal of Korean Institute of Communications and Information Sciences
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• v.33 no.7A
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• pp.768-775
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• 2008

In this paper, we consider downlink throughput performances of multiuser orthogonal frequency division multiplexing with reduced channel information feedback schemes. Specifically, two types of reduced feedback schemes, namely, 1-bit per sub-carrier and selective feedback scheme are considered and compared with each other in terms of average network throughput. Since the strict throughput comparison for given number of feedback bits per user is quite difficult, rather we compare their general behaviors in various system configurations with different system parameters, which can give us an insight into practical system design with those reduced feedback schemes.

• Journal of Ocean Engineering and Technology
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• v.17 no.4
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• pp.66-72
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• 2003

This paper proposes an optimum, problematic design for structural and control systems, taking a 3-D truss structure as an example. The structure is subjected to initial static loads and time-varying disturbances. The structure is controlled by a state feedback H$_{\infty}$ controller which suppress the effects of disturbances. The design variables are the cross sectional areas of truss members. The structural objective function is the structural weight. For the control objective, we consider two types of performance indices, The first function represents the effect of the initial loads. The second function is the norm of the feedback gain, These objective functions are in conflict with each other but are transformed into one control objective by the weighting method. The structural objectives is treated as the constraint, By introducing the second control objective which considers the magnitude of the feedback gain, we can create a design to model errors.