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feedback</title> <meta name="description" content="Search results for: performance feedback"> <meta name="keywords" content="performance feedback"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none 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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="performance feedback"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 13793</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: performance feedback</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13793</span> Feedback in the Language Class: An Action Research Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arash%20Golzari%20Koloor">Arash Golzari Koloor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback seems to be an inseparable part of teaching a second/foreign language. One type of feedback is corrective feedback which is one type of error treatment in second language classrooms. This study is a report on the types of corrective feedback employed in an IELTS preparation course. The types of feedback, their frequencies, and their effectiveness are enlisted, enumerated, and interpreted. The results showed that explicit correction and recast were the most frequent types of feedback while repetition and elicitation were the least. The results also revealed that metalinguistic feedback, elicitation, and explicit correction were the most effective types of feedback and affected learners performance greatly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title="classroom interaction">classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a> </p> <a href="https://publications.waset.org/abstracts/63657/feedback-in-the-language-class-an-action-research-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">334</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13792</span> Comparison of Interactive Performance of Clicking Tasks Using Cursor Control Devices under Different Feedback Modes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinshou%20Shi">Jinshou Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozhou%20Zhou"> Xiaozhou Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingwei%20Zhou"> Yingwei Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Tuoyang%20Zhou"> Tuoyang Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Ning%20Li"> Ning Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi%20Zhang"> Chi Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhanshuo%20Zhang"> Zhanshuo Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziang%20Chen"> Ziang Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to select the optimal interaction method for common computer click tasks, the click experiment test adopts the ISO 9241-9 task paradigm, using four common operations: mouse, trackball, touch, and eye control under visual feedback, auditory feedback, and no feedback. Through data analysis of various parameters of movement time, throughput, and accuracy, it is found that the movement time of touch-control is the shortest, the operation accuracy and throughput are higher than others, and the overall operation performance is the best. In addition, the motion time of the click operation with auditory feedback is significantly lower than the other two feedback methods in each operation mode experiment. In terms of the size of the click target, it is found that when the target is too small (less than 14px), the click performance of all aspects is reduced, so it is proposed that the design of the interface button should not be less than 28px. In this article, we discussed in detail the advantages and disadvantages of the operation and feedback methods, and the results of the discussion of the click operation can be applied to the design of the buttons in the interactive interface. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cursor%20control%20performance" title="cursor control performance">cursor control performance</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=throughput" title=" throughput"> throughput</a> </p> <a href="https://publications.waset.org/abstracts/130066/comparison-of-interactive-performance-of-clicking-tasks-using-cursor-control-devices-under-different-feedback-modes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">196</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13791</span> Students’ Perceptions of Formative Assessment Feedback: A Case Study for Undergraduate Students in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Husain%20Ali%20Abdulnabi">Hasan Husain Ali Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formative assessment feedback is increasingly practiced in higher education. Instructors allocate great time and effort to provide assessment feedback. However, educators are not sure about students’ perceptions, understanding and respond to the feedback given, as very limited research have been done about what students do with feedback and whether if they understand it. This study aims to explore students’ conceptions and perceptions of formative assessment feedback through questionnaire and focus group interviews. One hundred eighty undergraduate students doing different courses filled the questionnaire, and ten focus group discussions were conducted. Basic descriptive and content analyses were used to analyze students’ responses to the questionnaire, while grounded theory with open coding was used to analyze the focus group interviews. The study revealed that most students believe assessment feedback is helpful to improve their academic performance, and they take time to read, think and discuss their feedback. Also, the study shows most students understand the feedback given. However, students expressed that most of the written feedback given are too general, and they prefer individual oral feedback as it can lead to better understanding on how what and where to improve. The study concluded that students believe formative assessment feedback is valuable, students have reasonable understanding and respond to the feedback provided. However, this practice could be improved by requesting lecturers to make more specific feedback and communicate with students on the way of interpreting and using assessment feedback as a part of the learning and teaching process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164926/students-perceptions-of-formative-assessment-feedback-a-case-study-for-undergraduate-students-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">86</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13790</span> Serious Game as a Performance Assessment Tool that Reduces Examination Anxiety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Ajith">R. Ajith</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamal%20Bijlani"> Kamal Bijlani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Over the past few years, tremendous evolutions have happened in the educational discipline. Serious game, which is regarded as one of the most important inventions is being widely for learning purposes. Serious games can be used to negate the various drawbacks that the current evaluation and assessment methods have, like examination anxiety and the lack of proper feedback given to the learners. This paper proposes serious game as a tool for conducting evaluations and assessments. The examination anxiety faced by learners can be reduced, as they are provided with a game as an examination. The serious game also tracks learner’s actions, records them and provide feedback based on the predefined set of actions according to the course objectives. The appropriate feedback given to the learner will help in developmental activities in the learning process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=serious%20games" title="serious games">serious games</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20assessment" title=" performance assessment"> performance assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=examination%20anxiety" title=" examination anxiety"> examination anxiety</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a> </p> <a href="https://publications.waset.org/abstracts/30413/serious-game-as-a-performance-assessment-tool-that-reduces-examination-anxiety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30413.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">594</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13789</span> Designing State Feedback Multi-Target Controllers by the Use of Particle Swarm Optimization Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedmahdi%20Mousavihashemi">Seyedmahdi Mousavihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most important subjects of interest in researches is 'improving' which result in various algorithms. In so many geometrical problems we are faced with target functions which should be optimized. In group practices, all the functions’ cooperation lead to convergence. In the study, the optimization algorithm of dense particles is used. Usage of the algorithm improves the given performance norms. The results reveal that usage of swarm algorithm for reinforced particles in designing state feedback improves the given performance norm and in optimized designing of multi-target state feedback controlling, the network will maintain its bearing structure. The results also show that PSO is usable for optimization of state feedback controllers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-objective" title="multi-objective">multi-objective</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced" title=" enhanced"> enhanced</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=particle" title=" particle"> particle</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/60194/designing-state-feedback-multi-target-controllers-by-the-use-of-particle-swarm-optimization-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60194.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">500</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13788</span> The Differential Role of Written Corrective Feedback in L2 Students’ Noticing and Its Impact on Writing Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20ElEbyary">Khaled ElEbyary</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Shabara"> Ramy Shabara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> L2 research has generally acknowledged the role of noticing in language learning. The role of teacher feedback is to trigger learners’ noticing of errors and direct the writing process. Recently L2 learners are seemingly using computerized applications which provide corrective feedback (CF) at different stages of writing (i.e., during and after writing). This study aimed principally to answer the question, “Is noticing likely to be maximized when feedback on erroneous output is electronically provided either during or after the composing stage, or does teacher annotated feedback have a stronger effect?”. Seventy-five participants were randomly distributed into four groups representing four conditions. These include receiving automated feedback at the composing stage, automated feedback after writing, teacher feedback, and no feedback. Findings demonstrate the impact of CF on writing and the intensity of noticing certain language areas at different writing stages and from different feedback sources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=noticing" title=" noticing"> noticing</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20written%20corrective%20feedback" title=" automated written corrective feedback"> automated written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20acquisition" title=" L2 acquisition"> L2 acquisition</a> </p> <a href="https://publications.waset.org/abstracts/166316/the-differential-role-of-written-corrective-feedback-in-l2-students-noticing-and-its-impact-on-writing-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13787</span> The Effect of Written Corrective Feedback on the Accurate Use of Grammatical Forms by Japanese Low-Intermediate EFL Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayako%20Hasegawa">Ayako Hasegawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ken%20Ubukata"> Ken Ubukata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate whether corrective feedback has any significant effect on Japanese low-intermediate EFL learners’ performance on a specific set of linguistic features. The subjects are Japanese college students majoring in English. They have studied English for about 7 years, but their inter-language seems to fossilize because non-target like errors is frequently observed in traditional deductive teacher-fronted approach. It has been reported that corrective feedback plays an important role in diminishing or overcoming inter-language fossilization and achieving TL competency. Therefore, it was examined how the corrective feedback (the focus of this study was metalinguistic feedback) and self-correction raised the students’ awareness and helped them notice the gaps between their inter-language and the TL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=fossilized%20error" title=" fossilized error"> fossilized error</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20teaching" title=" grammar teaching"> grammar teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/2614/the-effect-of-written-corrective-feedback-on-the-accurate-use-of-grammatical-forms-by-japanese-low-intermediate-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">360</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13786</span> Inducing Flow Experience in Mobile Learning: An Experiment Using a Spanish Learning Mobile Application</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=S.%20Jonsson">S. Jonsson</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Millard"> D. Millard</a>, <a href="https://publications.waset.org/abstracts/search?q=C.%20Bokhove"> C. Bokhove</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smartphones are ubiquitous and frequently used as learning tools, which makes the design of educational apps an important area of research. A key issue is designing apps to encourage engagement while maintaining a focus on the educational aspects of the app. Flow experience is a promising method for addressing this issue, which refers to a mental state of cognitive absorption and positive emotion. Flow experience has been shown to be associated with positive emotion and increased learning performance. Studies have shown that immediate feedback is an antecedent to Flow. This experiment investigates the effect of immediate feedback on Flow experience. An app teaching Spanish phrases was developed, and 30 participants completed both a 10min session with immediate feedback and a 10min session with delayed feedback. The app contained a task where the user assembles Spanish phrases by pressing bricks with Spanish words. Immediate feedback was implemented by incorrect bricks recoiling, while correct brick moved to form part of the finished phrase. In the delayed feedback condition, the user did not know if the bricks they pressed were correct until the phrase was complete. The level of Flow experienced by the participants was measured after each session using the Flow Short Scale. The results showed that higher levels of Flow were experienced in the immediate feedback session. It was also found that 14 of the participants indicated that the demands of the task were ‘just right’ in the immediate feedback session, while only one did in the delayed feedback session. These results have implications for how to design educational technology and opens up questions for how Flow experience can be used to increase performance and engagement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback%20timing" title="feedback timing">feedback timing</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20experience" title=" flow experience"> flow experience</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20language%20learning" title=" L2 language learning"> L2 language learning</a>, <a href="https://publications.waset.org/abstracts/search?q=mobile%20learning" title=" mobile learning"> mobile learning</a> </p> <a href="https://publications.waset.org/abstracts/127274/inducing-flow-experience-in-mobile-learning-an-experiment-using-a-spanish-learning-mobile-application" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/127274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">133</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13785</span> Immediate Effect of Augmented Feedback on Jumping Performance of the Athletes with Dynamic Knee Valgus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamadreza%20Hatefi">Mohamadreza Hatefi</a>, <a href="https://publications.waset.org/abstracts/search?q=Malihe%20Hadadnezhad"> Malihe Hadadnezhad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It is well established that jump-landing-related biomechanical deficiencies, such as dynamic knee valgus (DKV), can be improved by using various forms of feedback; However, the effectiveness of these interventions synchronously on athletes' jumping performance remains unknown. Twenty-one recreational athletes with DKV performed countermovement jump (CMJ) and drop vertical jump (DVJ) tasks before and after feedback intervention while the kinematic, force plate and electromyography data of the lower extremity were synchronously captured. The athletes’ jumping performance was calculated by using the reactive strength index-modified (RSIₘₒ𝒹). The athletes at the post-intervention exhibited significantly less hip adduction and more tibial internal rotation during both CMJ and DVJ tasks and maximum knee flexion just during DVJ task. Moreover, athletes exhibited increased time to take-off and consequently decreased RSIₘₒ𝒹 during DVJ task, but no difference was observed in CMJ task. Feedback immediately improved DKV without disturbing the athletes’ jumping height during both tasks, But athletes exhibited increased time to take-off and consequently decreased RSIₘₒ𝒹 only during DVJ task, which suggests that the results may differ according to the nature of jumping task. Nevertheless, the effectiveness of landing-related biomechanical deficiencies improvement on athletes' jumping performance must be investigated in the long-term as a new movement pattern. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reactive%20strength%20index" title="reactive strength index">reactive strength index</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=biomechanics" title=" biomechanics"> biomechanics</a>, <a href="https://publications.waset.org/abstracts/search?q=dynamic%20knee%20valgus" title=" dynamic knee valgus"> dynamic knee valgus</a> </p> <a href="https://publications.waset.org/abstracts/166613/immediate-effect-of-augmented-feedback-on-jumping-performance-of-the-athletes-with-dynamic-knee-valgus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166613.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">102</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13784</span> Influence of Intelligence and Failure Mindsets on Parent's Failure Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20Kalaouze">Sarah Kalaouze</a>, <a href="https://publications.waset.org/abstracts/search?q=Maxine%20Iannucelli"> Maxine Iannucelli</a>, <a href="https://publications.waset.org/abstracts/search?q=Kristen%20Dunfield"> Kristen Dunfield</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Children’s implicit beliefs regarding intelligence (i.e., intelligence mindsets) influence their motivation, perseverance, and success. Previous research suggests that the way parents perceive failure influences the development of their child’s intelligence mindsets. We invited 151 children-parent dyads (Age= 5–6 years) to complete a series of difficult puzzles over zoom. We assessed parents’ intelligence and failure mindsets using questionnaires and recorded parents’ person/performance-oriented (e.g., “you are smart” or "you were almost able to complete that one) and process-oriented (e.g., “you are trying really hard” or "maybe if you place the bigger pieces first") failure feedback. We were interested in observing the relation between parental mindsets and the type of feedback provided. We found that parents’ intelligence mindsets were not predictive of the feedback they provided children. Failure mindsets, on the other hand, were predictive of failure feedback. Parents who view failure-as-debilitating provided more person-oriented feedback, focusing on performance and personal ability. Whereas parents who view failure-as-enhancing provided process-oriented feedback, focusing on effort and strategies. Taken all together, our results allow us to determine that although parents might already have a growth intelligence mindset, they don’t necessarily have a failure-as-enhancing mindset. Parents adopting a failure-as-enhancing mindset would influence their children to view failure as a learning opportunity, further promoting practice, effort, and perseverance during challenging tasks. The focus placed on a child’s learning, rather than their performance, encourages them to perceive intelligence as malleable (growth mindset) rather than fix (fixed mindset). This implies that parents should not only hold a growth mindset but thoroughly understand their role in the transmission of intelligence beliefs. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mindset%28s%29" title="mindset(s)">mindset(s)</a>, <a href="https://publications.waset.org/abstracts/search?q=failure" title=" failure"> failure</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=parental%20feedback" title=" parental feedback"> parental feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a> </p> <a href="https://publications.waset.org/abstracts/151326/influence-of-intelligence-and-failure-mindsets-on-parents-failure-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/151326.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13783</span> Internet Based Teleoperation of the Quad Rotor with Force Feedback Using Smith Predictor </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Senthil%20Kumar">K. Senthil Kumar</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Vasumalaikannan"> A. Vasumalaikannan </a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, teleoperation of the quadrotor using Internet with Force feedback is addressed. Teleoperation with Force feedback is the ability to remotely control a robot, where contact (obstacle) or environment (wind gust etc) information (force feedback) is communicated from the quadrotor to the master joystick and thus giving the operator a sense of telepresence. The stability and performance of such a teleoperator is highly dependent on the amount of time delay present in the control loop. This problem is further complicated given the fact that for network based communication the time delay is itself time varying and highly non deterministic. In this paper, a novel method using Neural based Smith Predictor at the master side the stability is achieved. The performance of the system even during worst case scenario is within acceptable. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teleoperation" title="teleoperation">teleoperation</a>, <a href="https://publications.waset.org/abstracts/search?q=quadrotor" title=" quadrotor"> quadrotor</a>, <a href="https://publications.waset.org/abstracts/search?q=neural%20smith%20predictor" title=" neural smith predictor"> neural smith predictor</a>, <a href="https://publications.waset.org/abstracts/search?q=time%20delay" title=" time delay"> time delay</a> </p> <a href="https://publications.waset.org/abstracts/30323/internet-based-teleoperation-of-the-quad-rotor-with-force-feedback-using-smith-predictor" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/30323.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">616</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13782</span> Effects of Knowledge of Results on Specified Skill Acquisition among Fresh Cricket Players</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rasheed%20O.%20Oloyede">Rasheed O. Oloyede</a>, <a href="https://publications.waset.org/abstracts/search?q=Joseph%20O.%20Adelusi"> Joseph O. Adelusi</a>, <a href="https://publications.waset.org/abstracts/search?q=Peter%20O.%20Akinbile"> Peter O. Akinbile</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was conducted to investigate the extent with which knowledge of results influences the performance of cricket players. A sample of 160 fresh students in the Department of Physical and Health Education who are novice in the game were randomly assigned into two groups. The first group of eighty (80) subjects was classified as experimental group while the second group of eighty (80) subjects was the control group. Subjects in both groups were asked to bowl and bat ten times each for a period of six weeks. After the first round, the subjects in the experimental group were allowed feedback on their performance in the first trial while those in the control group were denied feedback. Two null hypotheses generated for the study were tested using percentages and chi-square statistical analysis at 0.05 level of significance. Analysis of data showed that knowledge of results influenced the performance of cricket players. It was concluded that knowledge of results is pertinent for effective skill acquisition and could enhance better performance among unskilled cricket players. Hence, it is suggested that immediate feedback on the level of skill acquisition by the prospective and unskilled cricket players would inspire them for better performance in cricket tournaments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=batting" title="batting">batting</a>, <a href="https://publications.waset.org/abstracts/search?q=bowling" title=" bowling"> bowling</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20of%20results" title=" knowledge of results"> knowledge of results</a>, <a href="https://publications.waset.org/abstracts/search?q=performance" title=" performance"> performance</a>, <a href="https://publications.waset.org/abstracts/search?q=skill%20acquisition" title=" skill acquisition"> skill acquisition</a> </p> <a href="https://publications.waset.org/abstracts/27930/effects-of-knowledge-of-results-on-specified-skill-acquisition-among-fresh-cricket-players" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/27930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">465</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13781</span> Evaluating Psychologist Practice Competencies through Multisource Feedback: An International Research Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jac%20J.%20W.%20Andrews">Jac J. W. Andrews</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20B.%20Hale"> James B. Hale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective practicing psychologists require ongoing skill development that is constructivist and recursive in nature, with mentor, colleague, co-worker, and patient feedback critical to successful acquisition and maintenance of professional competencies. This paper will provide an overview of the nature and scope of psychologist skill development through multisource feedback (MSF) or 360 degree evaluation, present a rationale for its use for assessing practicing psychologist performance, and advocate its use in psychology given the demonstrated model utility in other health professions. The paper will conclude that an international research design is needed to assess the feasibility, reliability, and validity of MSF system ratings intended to solicit feedback from mentors, colleagues, coworkers, and patients about psychologist competencies. If adopted, the MSF model could lead to enhanced skill development that fosters patient satisfaction within and across countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=multisource%20feedback" title=" multisource feedback"> multisource feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist%20competency" title=" psychologist competency"> psychologist competency</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/4315/evaluating-psychologist-practice-competencies-through-multisource-feedback-an-international-research-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">446</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13780</span> Student Performance and Confidence Analysis on Education Virtual Environments through Different Assessment Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Rub%C3%A9n%20Manrique">Rubén Manrique</a>, <a href="https://publications.waset.org/abstracts/search?q=Delio%20Balc%C3%A1zar"> Delio Balcázar</a>, <a href="https://publications.waset.org/abstracts/search?q=Jos%C3%A9%20Parrado"> José Parrado</a>, <a href="https://publications.waset.org/abstracts/search?q=Sebasti%C3%A1n%20Rodr%C3%ADguez"> Sebastián Rodríguez</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Hand in hand with the evolution of technology, education systems have moved to virtual environments to provide increased coverage and facilitate the access to education. However, measuring student performance in virtual environments presents significant challenges to ensure students are acquiring the expected skills. In this study, the confidence and performance of engineering students in virtual environments is analyzed through different evaluation strategies. The effect of the assessment strategy in student confidence is identified using educational data mining techniques. Four assessment strategies were used. First, a conventional multiple choice test; second, a multiple choice test with feedback; third, a multiple choice test with a second chance; and fourth; a multiple choice test with feedback and second chance. Our results show that applying testing with online feedback strategies can influence positively student confidence. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment%20strategies" title="assessment strategies">assessment strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20data%20mining" title=" educational data mining"> educational data mining</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20performance" title=" student performance"> student performance</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20confidence" title=" student confidence"> student confidence</a> </p> <a href="https://publications.waset.org/abstracts/46676/student-performance-and-confidence-analysis-on-education-virtual-environments-through-different-assessment-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46676.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">354</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13779</span> Control of Underactuated Biped Robots Using Event Based Fuzzy Partial Feedback Linearization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Omid%20Heydarnia">Omid Heydarnia</a>, <a href="https://publications.waset.org/abstracts/search?q=Akbar%20Allahverdizadeh"> Akbar Allahverdizadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=Behnam%20Dadashzadeh"> Behnam Dadashzadeh</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20R.%20Sayyed%20Noorani"> M. R. Sayyed Noorani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Underactuated biped robots control is one of the interesting topics in robotics. The main difficulties are its highly nonlinear dynamics, open-loop instability, and discrete event at the end of the gait. One of the methods to control underactuated systems is the partial feedback linearization, but it is not robust against uncertainties and disturbances that restrict its performance to control biped walking and running. In this paper, fuzzy partial feedback linearization is presented to overcome its drawback. Numerical simulations verify the effectiveness of the proposed method to generate stable and robust biped walking and running gaits. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=underactuated%20system" title="underactuated system">underactuated system</a>, <a href="https://publications.waset.org/abstracts/search?q=biped%20robot" title=" biped robot"> biped robot</a>, <a href="https://publications.waset.org/abstracts/search?q=fuzzy%20control" title=" fuzzy control"> fuzzy control</a>, <a href="https://publications.waset.org/abstracts/search?q=partial%20feedback%20linearization" title=" partial feedback linearization"> partial feedback linearization</a> </p> <a href="https://publications.waset.org/abstracts/53744/control-of-underactuated-biped-robots-using-event-based-fuzzy-partial-feedback-linearization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/53744.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13778</span> Stochastic Model Predictive Control for Linear Discrete-Time Systems with Random Dither Quantization</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tomoaki%20Hashimoto">Tomoaki Hashimoto</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recently, feedback control systems using random dither quantizers have been proposed for linear discrete-time systems. However, the constraints imposed on state and control variables have not yet been taken into account for the design of feedback control systems with random dither quantization. Model predictive control is a kind of optimal feedback control in which control performance over a finite future is optimized with a performance index that has a moving initial and terminal time. An important advantage of model predictive control is its ability to handle constraints imposed on state and control variables. Based on the model predictive control approach, the objective of this paper is to present a control method that satisfies probabilistic state constraints for linear discrete-time feedback control systems with random dither quantization. In other words, this paper provides a method for solving the optimal control problems subject to probabilistic state constraints for linear discrete-time feedback control systems with random dither quantization. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=optimal%20control" title="optimal control">optimal control</a>, <a href="https://publications.waset.org/abstracts/search?q=stochastic%20systems" title=" stochastic systems"> stochastic systems</a>, <a href="https://publications.waset.org/abstracts/search?q=random%20dither" title=" random dither"> random dither</a>, <a href="https://publications.waset.org/abstracts/search?q=quantization" title=" quantization"> quantization</a> </p> <a href="https://publications.waset.org/abstracts/63970/stochastic-model-predictive-control-for-linear-discrete-time-systems-with-random-dither-quantization" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63970.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">445</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13777</span> Pre-Service EFL Teachers' Perceptions of Written Corrective Feedback in a Wiki-Based Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mabel%20Ortiz">Mabel Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudio%20D%C3%ADaz"> Claudio Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores Chilean pre-service teachers' perceptions about the provision of corrective feedback in a wiki environment during the collaborative writing of an argumentative essay. After conducting a semi-structured interview on 22 participants, the data were processed through the content analysis technique. The results show that students have positive perceptions about corrective feedback, provided through a wiki virtual environment, which in turn facilitates feedback provision and impacts language learning effectively. Some of the positive perceptions about virtual feedback refer to permanent access, efficiency, simultaneous revision and immediacy. It would then be advisable to integrate wiki-based feedback as a methodology for the language classroom and collaborative writing tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay" title="argumentative essay">argumentative essay</a>, <a href="https://publications.waset.org/abstracts/search?q=focused%20corrective%20feedback" title=" focused corrective feedback"> focused corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki%20environment" title=" wiki environment"> wiki environment</a> </p> <a href="https://publications.waset.org/abstracts/59910/pre-service-efl-teachers-perceptions-of-written-corrective-feedback-in-a-wiki-based-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">292</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13776</span> Establishing Feedback Partnerships in Higher Education: A Discussion of Conceptual Framework and Implementation Strategies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jessica%20To">Jessica To</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback is one of the powerful levers for enhancing students’ performance. However, some students are under-engaged with feedback because they lack responsibility for feedback uptake. To resolve this conundrum, recent literature proposes feedback partnerships in which students and teachers share the power and responsibilities to co-construct feedback. During feedback co-construction, students express feedback needs to teachers, and teachers respond to individuals’ needs in return. Though this approach can increase students’ feedback ownership, its application is lagging as the field lacks conceptual clarity and implementation guide. This presentation aims to discuss the conceptual framework of feedback partnerships and feedback co-construction strategies. It identifies the components of feedback partnerships and strategies which could facilitate feedback co-construction. A systematic literature review was conducted to answer the questions. The literature search was performed using ERIC, PsycINFO, and Google Scholar with the keywords “assessment partnership”, “student as partner,” and “feedback engagement”. No time limit was set for the search. The inclusion criteria encompassed (i) student-teacher partnerships in feedback, (ii) feedback engagement in higher education, (iii) peer-reviewed publications, and (iv) English as the language of publication. Those without addressing conceptual understanding and implementation strategies were excluded. Finally, 65 publications were identified and analysed using thematic analysis. For the procedure, the texts relating to the questions were first extracted. Then, codes were assigned to summarise the ideas of the texts. Upon subsuming similar codes into themes, four themes emerged: students’ responsibilities, teachers’ responsibilities, conditions for partnerships development, and strategies. Their interrelationships were examined iteratively for framework development. Establishing feedback partnerships required different responsibilities of students and teachers during feedback co-construction. Students needed to self-evaluate performance against task criteria, identify inadequacies and communicate their needs to teachers. During feedback exchanges, they interpreted teachers’ comments, generated self-feedback through reflection, and co-developed improvement plans with teachers. Teachers had to increase students’ understanding of criteria and evaluation skills and create opportunities for students’ expression of feedback needs. In feedback dialogue, teachers responded to students’ needs and advised on the improvement plans. Feedback partnerships would be best grounded in an environment with trust and psychological safety. Four strategies could facilitate feedback co-construction. First, students’ understanding of task criteria could be increased by rubrics explanation and exemplar analysis. Second, students could sharpen evaluation skills if they participated in peer review and received teacher feedback on the quality of peer feedback. Third, provision of self-evaluation checklists and prompts and teacher modeling of self-assessment process could aid students in articulating feedback needs. Fourth, the trust could be fostered when teachers explained the benefits of feedback co-construction, showed empathy, and provided personalised comments in dialogue. Some strategies were applied in interactive cover sheets in which students performed self-evaluation and made feedback requests on a cover sheet during assignment submission, followed by teachers’ response to individuals’ requests. The significance of this presentation lies in unpacking the conceptual framework of feedback partnerships and outlining feedback co-construction strategies. With a solid foundation in theory and practice, researchers and teachers could better enhance students’ engagement with feedback. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=conceptual%20framework" title="conceptual framework">conceptual framework</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20co-construction" title=" feedback co-construction"> feedback co-construction</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20partnerships" title=" feedback partnerships"> feedback partnerships</a>, <a href="https://publications.waset.org/abstracts/search?q=implementation%20strategies" title=" implementation strategies"> implementation strategies</a> </p> <a href="https://publications.waset.org/abstracts/155635/establishing-feedback-partnerships-in-higher-education-a-discussion-of-conceptual-framework-and-implementation-strategies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/155635.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13775</span> The Effects of Goal Setting and Feedback on Inhibitory Performance</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mami%20Miyasaka">Mami Miyasaka</a>, <a href="https://publications.waset.org/abstracts/search?q=Kaichi%20Yanaoka"> Kaichi Yanaoka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Attention Deficit/Hyperactivity Disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity; symptoms often manifest during childhood. In children with ADHD, the development of inhibitory processes is impaired. Inhibitory control allows people to avoid processing unnecessary stimuli and to behave appropriately in various situations; thus, people with ADHD require interventions to improve inhibitory control. Positive or negative reinforcements (i.e., reward or punishment) help improve the performance of children with such difficulties. However, in order to optimize impact, reward and punishment must be presented immediately following the relevant behavior. In regular elementary school classrooms, such supports are uncommon; hence, an alternative practical intervention method is required. One potential intervention involves setting goals to keep children motivated to perform tasks. This study examined whether goal setting improved inhibitory performances, especially for children with severe ADHD-related symptoms. We also focused on giving feedback on children's task performances. We expected that giving children feedback would help them set reasonable goals and monitor their performance. Feedback can be especially effective for children with severe ADHD-related symptoms because they have difficulty monitoring their own performance, perceiving their errors, and correcting their behavior. Our prediction was that goal setting by itself would be effective for children with mild ADHD-related symptoms, and goal setting based on feedback would be effective for children with severe ADHD-related symptoms. Japanese elementary school children and their parents were the sample for this study. Children performed two kinds of go/no-go tasks, and parents completed a checklist about their children's ADHD symptoms, the ADHD Rating Scale-IV, and the Conners 3rd edition. The go/no-go task is a cognitive task to measure inhibitory performance. Children were asked to press a key on the keyboard when a particular symbol appeared on the screen (go stimulus) and to refrain from doing so when another symbol was displayed (no-go stimulus). Errors obtained in response to a no-go stimulus indicated inhibitory impairment. To examine the effect of goal-setting on inhibitory control, 37 children (Mage = 9.49 ± 0.51) were required to set a performance goal, and 34 children (Mage = 9.44 ± 0.50) were not. Further, to manipulate the presence of feedback, in one go/no-go task, no information about children’s scores was provided; however, scores were revealed for the other type of go/no-go tasks. The results revealed a significant interaction between goal setting and feedback. However, three-way interaction between ADHD-related inattention, feedback, and goal setting was not significant. These results indicated that goal setting was effective for improving the performance of the go/no-go task only with feedback, regardless of ADHD severity. Furthermore, we found an interaction between ADHD-related inattention and feedback, indicating that informing inattentive children of their scores made them unexpectedly more impulsive. Taken together, giving feedback was, unexpectedly, too demanding for children with severe ADHD-related symptoms, but the combination of goal setting with feedback was effective for improving their inhibitory control. We discuss effective interventions for children with ADHD from the perspective of goal setting and feedback. This work was supported by the 14th Hakuho Research Grant for Child Education of the Hakuho Foundation. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attention%20deficit%20disorder%20with%20hyperactivity" title="attention deficit disorder with hyperactivity">attention deficit disorder with hyperactivity</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=goal-setting" title=" goal-setting"> goal-setting</a>, <a href="https://publications.waset.org/abstracts/search?q=go%2Fno-go%20task" title=" go/no-go task"> go/no-go task</a>, <a href="https://publications.waset.org/abstracts/search?q=inhibitory%20control" title=" inhibitory control"> inhibitory control</a> </p> <a href="https://publications.waset.org/abstracts/112033/the-effects-of-goal-setting-and-feedback-on-inhibitory-performance" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/112033.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">104</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13774</span> Learners' Perceptions about Teacher Written Feedback in the School of Foreign Languages, Anadolu University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaye%20Senbag">Gaye Senbag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In English language teaching, feedback is considered as one of the main components of writing instruction. Teachers put a lot of time and effort in order to provide learners with written feedback for effective language learning. At Anadolu University School of Foreign Languages (AUSFL) students are given written feedback for their each piece of writing through online platforms such as Edmodo and Turnitin, and traditional methods. However, little is known regarding how learners value and respond to teacher-provided feedback. As the perceptions of the students remarkably affect their learning, this study examines how they perceive the effectiveness of feedback provided by the teacher. Aiming to analyse it, 30 intermediate level (B1+ CEFR level) students were given a questionnaire, which includes Likert scale questions. The results will be discussed in detail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title=" English Language Teaching (ELT)"> English Language Teaching (ELT)</a> </p> <a href="https://publications.waset.org/abstracts/70996/learners-perceptions-about-teacher-written-feedback-in-the-school-of-foreign-languages-anadolu-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">247</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13773</span> Exploring the Impact of Feedback on English as a Foreign Language Speaking Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santri%20Emilin%20Pingsaboi%20Djahimo">Santri Emilin Pingsaboi Djahimo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikhfi%20Imaniah"> Ikhfi Imaniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Helping students recognize both their strengths and weaknesses is a beneficial strategy for teachers to be implemented in the classroom, and feedback has been acknowledged as an effective tool to achieve this goal. It will allow teachers to assess the students’ progress, provide targeted support for them, and adjust both teaching and learning strategies. This research has investigated the importance of feedback in English as a Foreign Language (EFL) speaking class in East Nusa Tenggara Province, Indonesia. Through a qualitative study, it has shed light on the crucial roles of feedback in the process of English Language Teaching (ELT), especially, in the context of developing oral communication or speaking skills. Additionally, it has also examined students’ responses to feedback from their teacher by grouping them based on their semester, scores (GPA), and gender. This study, which seeks to provide insights into how feedback practices can be optimized to maximize learning outcomes in the English-speaking classroom, has revealed that these groups of students have different level of needs for feedback, yet all prefer constructive feedback. Looking at the results, it is highly expected that this study can contribute to a deeper understanding of the correlation between feedback and English language learning outcomes, particularly, in terms of speaking proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a> </p> <a href="https://publications.waset.org/abstracts/190807/exploring-the-impact-of-feedback-on-english-as-a-foreign-language-speaking-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">24</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13772</span> Corrective Feedback and Uptake Patterns in English Speaking Lessons at Hanoi Law University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhac%20Thanh%20Huong">Nhac Thanh Huong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title="corrective feedback">corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=uptake" title=" uptake"> uptake</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20English%20lesson" title=" speaking English lesson"> speaking English lesson</a> </p> <a href="https://publications.waset.org/abstracts/95225/corrective-feedback-and-uptake-patterns-in-english-speaking-lessons-at-hanoi-law-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">262</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13771</span> Screen Casting Instead of Illegible Scribbles: Making a Mini Movie for Feedback on Students’ Scholarly Papers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerri%20Alderson">Kerri Alderson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is pervasive awareness by post secondary faculty that written feedback on course assignments is inconsistently reviewed by students. In order to support student success and growth, a novel method of providing feedback was sought, and screen casting - short, narrated “movies” of audio visual instructor feedback on students’ scholarly papers - was provided as an alternative to traditional means. An overview of the teaching and learning experience as well as the user-friendly software utilized will be presented. This study covers an overview of this more direct, student-centered medium for providing feedback using technology familiar to post secondary students. Reminiscent of direct personal contact, the personalized video feedback is positively evaluated by students as a formative medium for student growth in scholarly writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=screen%20casting" title=" screen casting"> screen casting</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20feedback" title=" student feedback"> student feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/120577/screen-casting-instead-of-illegible-scribbles-making-a-mini-movie-for-feedback-on-students-scholarly-papers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">119</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13770</span> Modeling a Feedback Concept in a Spherical Thundercloud Cell</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zemlianskaya%20Daria">Zemlianskaya Daria</a>, <a href="https://publications.waset.org/abstracts/search?q=Egor%20Stadnichuk"> Egor Stadnichuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Svechnikova"> Ekaterina Svechnikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Relativistic runaway electron avalanches (RREAs) are generally accepted as a source of thunderstorms gamma-ray radiation. Avalanches' dynamics in the electric fields can lead to their multiplication via gamma-rays and positrons, which is called relativistic feedback. This report shows that a non-uniform electric field geometry leads to the new RREAs multiplication mechanism - “geometric feedback”, which occurs due to the exchange of high-energy particles between different accelerating regions within a thundercloud. This report will present the results of the simulation in GEANT4 of feedback in a spherical cell. Necessary conditions for the occurrence of geometric feedback were obtained from it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electric%20field" title="electric field">electric field</a>, <a href="https://publications.waset.org/abstracts/search?q=GEANT4" title=" GEANT4"> GEANT4</a>, <a href="https://publications.waset.org/abstracts/search?q=gamma-rays" title=" gamma-rays"> gamma-rays</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20runaway%20electron%20avalanches%20%28RREAs%29" title=" relativistic runaway electron avalanches (RREAs)"> relativistic runaway electron avalanches (RREAs)</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20feedback" title=" relativistic feedback"> relativistic feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20thundercloud" title=" the thundercloud"> the thundercloud</a> </p> <a href="https://publications.waset.org/abstracts/142367/modeling-a-feedback-concept-in-a-spherical-thundercloud-cell" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">173</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13769</span> Investigating Chinese Students' Perceptions of and Responses to Teacher Feedback: Multiple Case Studies in a UK University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangfei%20Li">Fangfei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on teacher feedback have produced a wide range of findings in aspects of characteristics of good feedback, factors influencing the quality of feedback and teachers’ perspectives on teacher feedback. However, perspectives from students on how they perceive and respond to teacher feedback are still under scrutiny. Especially for Chinese overseas students who come from a feedback-sparse educational context in China, they might have different experiences when engaging with teacher feedback in the UK Higher Education. Therefore, the research aims to investigate and shed some new light on how Chinese students engage with teacher feedback in the UK higher education and how teacher feedback could enhance their learning. Research questions of this study are 1) What are Chinese overseas students’ perceptions of teacher feedback in courses of the UK higher education? 2) How do they respond to the teacher feedback they obtained? 3) What factors might influence their’ engagement with teacher feedback? Qualitative case studies of five Chinese postgraduate students in a UK university have been conducted by employing various types of interviews, such as background interviews, scenario-based interviews, stimulated recall interviews and retrospective interviews to address the research inquiries. Data collection lasted seven months, covering two phases – the pre-sessional language programme and the first semester of the Master’s degree programme. Research findings until now indicate that some factors, such as tutors’ handwriting, implicit instruction and value comments, influence students understanding and internalizing tutor feedback. Except for difficulties in understanding tutor feedback, students’ responses to tutor feedback are also influenced by quantity and quality of tutor-student communication, time constraints and trust to tutor feedback, etc. Findings also reveal that tutor feedback is able to improve students’ learning in aspects of promoting reflection on professional knowledge, promoting students’ communication with peers and tutors, increasing problem awareness and writing with the reader in mind. This paper will mainly introduce the research topic, the methodological procedure and research findings gained until now. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title="Chinese students">Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20feedback" title=" teacher feedback"> teacher feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20UK%20higher%20education" title=" the UK higher education"> the UK higher education</a> </p> <a href="https://publications.waset.org/abstracts/70113/investigating-chinese-students-perceptions-of-and-responses-to-teacher-feedback-multiple-case-studies-in-a-uk-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13768</span> Effects of Recognition of Customer Feedback on Relationships between Emotional Labor and Job Satisfaction: Focusing On Call Centers That Offer Professional Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiyoko%20Yoshimura">Kiyoko Yoshimura</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasunobu%20Kino"> Yasunobu Kino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Focusing on professional call centers where workers with expertise perform services, this study aims to clarify the relationships between emotional labor and job satisfaction and the effects of recognition of customer feedback. Since the professional call center operators consist of professional license holders (qualification holders) and those who do not (non-holders), the following three points are analyzed in the two groups by using covariance structure analysis and simultaneous multi-population analysis: 1) The relationship between emotional labor and job satisfaction, 2) customer feedback and job satisfaction, and 3) The intermediation effect between the emotional labor of customer feedback and job satisfaction. The following results are obtained: i) no direct effect is found between job satisfaction and emotional labor for qualification holders and non-holders, ii) for qualification holders and non-holders, recognition of positive feedback and recognition of negative feedback had positive and negative effects on job satisfaction, respectively, iii) for qualification and non-holders, "consideration for colleagues" influences job satisfaction by recognizing positive feedback, and iv) only for qualification holders, the factors "customer-oriented emotional expression" and "emotional disharmony" have a positive and negative effect on job satisfaction, respectively, through recognition of positive feedback and recognition of negative feedback. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=call%20center" title="call center">call center</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20labor" title=" emotional labor"> emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20service" title=" professional service"> professional service</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20feedback" title=" customer feedback"> customer feedback</a> </p> <a href="https://publications.waset.org/abstracts/171223/effects-of-recognition-of-customer-feedback-on-relationships-between-emotional-labor-and-job-satisfaction-focusing-on-call-centers-that-offer-professional-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171223.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">113</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13767</span> Investigating Chinese Students' Engagement with Teacher Feedback: Multiple Case Studies in a UK University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangfei%20Li">Fangfei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was conducted to explore how Chinese overseas students, who rarely received teacher feedback during their undergraduate studies in China, engaged in a different feedback provision context in the UK universities. In particular, this research provides some insights into Chinese students’ perspectives on how they made sense of the teacher feedback they obtained and how they took it on board in their assignments. Research questions in this study are 1) What are Chinese overseas students’ perceptions of teacher feedback on courses in UK higher education? 2) How do they respond to the teacher feedback they obtained? 3) What factors might influence their engagement with teacher feedback? Multiple case studies of five Chinese overseas students in a UK university have been carried out to address the research questions. The main data collection instruments are various types of semi-structured interviews, consisting of background interviews, scenario-based activities, stimulated recall sessions and retrospective interviews. Research findings indicate that student engagement with teacher feedback is a complex learning process incorporating several stages: from initial teacher input to ultimate transformational learning. Apart from students interpreting teachers’ comments/suggestions by themselves, students’ understandings of and responses to teacher feedback could also be influenced by pre-submission guidance, peer discussion, use of exemplars and post-submission discussion with teachers. These are key factors influencing students to make use of teacher feedback. Findings also reveal that the level of students’ reflections on tutor feedback influences the quality of their assignments and even their future learning. To sum up, this paper will discuss the current concepts of teacher feedback in existing studies and research findings of this study from which reconceptualization of teacher feedback has occurred. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title="Chinese students">Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20feedback" title=" teacher feedback"> teacher feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20UK%20higher%20education" title=" the UK higher education"> the UK higher education</a> </p> <a href="https://publications.waset.org/abstracts/70906/investigating-chinese-students-engagement-with-teacher-feedback-multiple-case-studies-in-a-uk-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70906.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">348</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13766</span> Feedback Preference and Practice of English Majors’ in Pronunciation Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claerchille%20Jhulia%20Robin">Claerchille Jhulia Robin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the perspective of ESL learners towards pronunciation instruction. It sought to determine how these learners view the type of feedback their speech teacher gives and its impact on their own classroom practice of providing feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English. A survey questionnaire and interview guide were used for data gathering. The data from the survey was tabulated using frequency count and the data from the interview were then transcribed and analyzed. Results showed that ESL learners favor immediate corrective feedback and they do not find any issue in being corrected in front of their peers. They also practice the same corrective technique in their own classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL" title="ESL">ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20perspective" title=" learner perspective"> learner perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20instruction" title=" pronunciation instruction"> pronunciation instruction</a> </p> <a href="https://publications.waset.org/abstracts/95311/feedback-preference-and-practice-of-english-majors-in-pronunciation-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">234</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13765</span> Students' Perceptions of Assessment and Feedback in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Glazzard">Jonathan Glazzard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National student satisfaction data in England demonstrate that undergraduate students are less satisfied overall with assessment and feedback than other aspects of their higher education courses. Given that research findings suggest that high-quality feedback is a critical factor associated with academic achievement, it is important that feedback enables students to demonstrate improved academic achievement in their subsequent assessments. Given the growing importance of staff-student partnerships in higher education, this research examined students’ perceptions of assessment and feedback in one UK university. Students’ perceptions were elicited through the use of a university-wide survey which was completed by undergraduate students. In addition, three focus groups were used to provide qualitative student perception data across the three university Facilities. The data indicate that whilst students valued detailed feedback on their work, less detailed feedback could be compensated for by the development of pre-assessment literacy skills which are front-loaded into courses. Assessment literacy skills valued by students included the use of clear assessment criteria and assignment briefings which enabled students to fully understand the assessment task. Additionally, students valued assessment literacy pre-assessment tasks which enabled them to understand the standards which they were expected to achieve. Students valued opportunities for self and peer assessment prior to the final assessment and formative assessment feedback which matched the summative assessment feedback. Students also valued dialogic face-to-face feedback after receiving written feedback Above all, students valued feedback which was particular to their work and which gave recognition for the effort they had put into completing specific assessments. The data indicate that there is a need for higher education lecturers to receive systematic training in assessment and feedback which provides a comprehensive grounding in pre-assessment literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=marking" title=" marking"> marking</a> </p> <a href="https://publications.waset.org/abstracts/44536/students-perceptions-of-assessment-and-feedback-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">322</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">13764</span> Enhancing Nursing Teams' Learning: The Role of Team Accountability and Team Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarit%20Rashkovits">Sarit Rashkovits</a>, <a href="https://publications.waset.org/abstracts/search?q=Anat%20Drach-%20Zahavy"> Anat Drach- Zahavy</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The research considers the unresolved question regarding the link between nursing team accountability and team learning and the resulted team performance in nursing teams. Empirical findings reveal disappointing evidence regarding improvement in healthcare safety and quality. Therefore, there is a need in advancing managerial knowledge regarding the factors that enhance constant healthcare teams' proactive improvement efforts, meaning team learning. We first aim to identify the organizational resources that are needed for team learning in nursing teams; second, to test the moderating role of nursing teams' learning resources in the team accountability-team learning link; and third, to test the moderated mediation model suggesting that nursing teams' accountability affects team performance by enhancing team learning when relevant resources are available to the team. We point on the intervening role of three team learning resources, namely time availability, team autonomy and performance data on the relation between team accountability and team learning and test the proposed moderated mediation model on 44 nursing teams (462 nurses and 44 nursing managers). The results showed that, as was expected, there was a positive significant link between team accountability and team learning and the subsequent team performance when time availability and team autonomy were high rather than low. Nevertheless, the positive team accountability- team learning link was significant when team performance feedback was low rather than high. Accordingly, there was a positive mediated effect of team accountability on team performance via team learning when either time availability or team autonomy were high and the availability of team performance data was low. Nevertheless, this mediated effect was negative when time availability and team autonomy were low and the availability of team performance data was high. We conclude that nurturing team accountability is not enough for achieving nursing teams' learning and the subsequent improved team performance. Rather there is need to provide nursing teams with adequate time, autonomy, and be cautious with performance feedback, as the latter may motivate nursing teams to repeat routine work strategies rather than explore improved ones. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20accountability" title="nursing teams' accountability">nursing teams' accountability</a>, <a href="https://publications.waset.org/abstracts/search?q=nursing%20teams%27%20learning" title=" nursing teams' learning"> nursing teams' learning</a>, <a href="https://publications.waset.org/abstracts/search?q=performance%20feedback" title=" performance feedback"> performance feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teams%27%20autonomy" title=" teams' autonomy "> teams' autonomy </a> </p> <a href="https://publications.waset.org/abstracts/49816/enhancing-nursing-teams-learning-the-role-of-team-accountability-and-team-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/49816.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">264</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=performance%20feedback&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=performance%20feedback&page=3">3</a></li> <li class="page-item"><a class="page-link" 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