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Maximizing the effect of visual feedback for pronunciation instruction: A comparative analysis of three approaches
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In: School of Languages and Cultures Faculty Publications (2021)
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La retroacció correctiva oral amb estudiants adults poc escolaritzats
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Eficacia de los procedimientos de retroalimentación para mejorar el conocimiento declarativo de los estudiantes en un entorno de lectura orientado a tareas
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Rediscovering feedback and experiential learning in the English-medium instruction classroom
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In: Journal of University Teaching & Learning Practice (2021)
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The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
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In: Test Series for Scopus Harvesting 2021 (2021)
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Preservice teachers’ perceptions of feedback: The importance of timing, purpose, and delivery
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In: Journal of University Teaching & Learning Practice (2021)
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DIY assessment feedback: Building engagement, trust and transparency in the feedback process
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In: Journal of University Teaching & Learning Practice (2021)
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Visual-Performance Feedback on Acknowledgement Within a Positive Behavior Intervention and Support System
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Supervised attention from natural language feedback for reinforcement learning
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91 |
Multimodality and translanguaging in negotiation of meaning
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Self-reported feedback in ICT-delivered aphasia rehabilitation: a literature review
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Feedback and Creativity in Interior Design Studio: A Case study-mixed methods of a Junior Level Light Fixture Project
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Critical Language Awareness in the Multilingual Writing Classroom: A Self-Study of Teacher Feedback Practices
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In: Doctoral Dissertations (2021)
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Feedback is a gift: Do Video-enhanced rubrics result in providing better peer feedback than textual rubrics?
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In: Practical Assessment, Research, and Evaluation (2021)
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Abstract:
High-quality elaborative peer feedback is a blessing for both learners and teachers. However, learners can experience difficulties in giving high-quality feedback on complex skills using textual analytic rubrics. High-quality elaborative feedback can be strengthened by adding video-modeling examples with embedded self-explanation prompts, turning textual analytic rubrics (TR) into so-called 'video-enhanced analytic rubrics' (VER). This study contrasts two experimental conditions (TR, n = 54; VERs, n = 49) with their version of the anonymized online tool (used to collect the given feedback in 'Tips for improvement and Tops identifying strengths'). Peer feedback quality (concreteness and consistency) was evaluated using Natural Language Processing. As expected, the video-enhanced rubrics condition resulted in a higher quantity of words used and a lower amount of naive wording compared to the textual rubric condition. Contrary to our assumptions, it did not lower the amount of non-constructive wording nor improved the amount of behavioral and process-related feedback. Possibly, the transition from providing more feedback to delivering more accurate behavioral and process-related feedback has not yet been made in the time set for the study.
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Keyword:
and Research; Educational Assessment; Educational Technology; Evaluation; Feedback; formative assessment; hypermedia; multimedia; Secondary Education
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URL: https://scholarworks.umass.edu/pare/vol26/iss1/17 https://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1480&context=pare
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EFL Lecturers' Perception and Practice of Screencast Feedback
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In: JEELS (Journal of English Education and Linguistics Studies), Vol 8, Iss 1, Pp 1-25 (2021) (2021)
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Focused direct corrective feedback: Effects on the elementary English learners’ written syntactic complexity
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 132-150 (2021) (2021)
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Online and face-to-face peer review in academic writing: Frequency and preferences
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In: Eurasian Journal of Applied Linguistics, Vol 7, Iss 1, Pp 169-201 (2021) (2021)
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L2 writers’ perspectives on face-to-face and anonymous peer review: Voices from China
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 149-164 (2021)
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Effects of recasts, clarification requests on suprasegment development of English intonation
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 35, 2021, pags. 311-325 (2021)
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