The feedback triangle and the enhancement of dialogic feedback processes

Yang, Min 楊敏; Carless, David

doi:10.1080/13562517.2012.719154

Cited by 270 publications

(227 citation statements)

References 48 publications

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“…anxiety or anger). Yang and Carless (2013) suggest that they can also be influenced by cognitive dimension (i.e. content of feedback, technique, and procedure of feedback provision), social-affective dimension (i.e.…”

Section: Feedback On Teachingmentioning

confidence: 99%

“…It is to encompass not only correcting learners, but also offering them an assessment of how well they have done. This kind of feedback plays a positive impact to help learners minimize the gaps between current and desired outcomes (Yang & Carless, 2013). In addition, it makes learners able to change their behavior, leading to appropriate desired actions ("discrepancy feedback", Voerman et al, 2012).…”

Section: Feedback On Teachingmentioning

confidence: 99%

“…Yang and Carless (2013) propose three dimensions of feedback: cognitive, social-affective, and structural dimensions. Cognitive dimension is concerned with the content of feedback, i.e.…”

Section: Feedback On Teachingmentioning

confidence: 99%

See 2 more Smart Citations

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Yusuf

Widiati

Sulistyo

2017

Indonesian J. Appl. Linguist

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Studies on potentials of feedback over English language teaching seem not to have not been wellrevealed, including studies on the use of feedback to improve English pre-service teachers' competence. The present study investigates to what extent a multimodal feedback can influence preservice teachers' teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers' pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.

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Section: Feedback On Teachingmentioning

confidence: 99%

Section: Feedback On Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Yusuf

Widiati

Sulistyo

2017

Indonesian J. Appl. Linguist

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“…Ajawi & Boud, 2015;Crimmins et al, 2016) but students' preferences differ (Hepplestone & Chikwa, 2014) with some students favouring written comments only (Yang & Carless, 2013) and others appreciating a combination of written comments alongside one-to-one meetings with their lecturers (Blair & Mcginty 2012). One of the barriers to effective feedback in one-to-one's is explained by Poulus & Mahony (2008) who suggested that some students do not feel that they can interact with their lecturer due to their own confidence level and a lack of established relationship with their lecturer.…”

Section: Preferred Types Of Feedbackmentioning

confidence: 99%

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

Pitt

Norton

2016

Assessment & Evaluation in Higher Education

171

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Since the introduction of the National Student Survey in 2005, like many other institutions, the university where this study took place has expended substantial effort in improving the quality of feedback to university students. However, despite much research, changes in pedagogical approaches and shifts in conceptual understanding related to feedback practice, assessment and feedback still receive the lowest satisfaction ratings in the NSS. Lecturers are discouraged when students fail to take note of their feedback or sometimes do not collect assignments that have been marked. Understanding why feedback is not always acted upon remains an important area for researchers. This paper reports on an in-depth interview study with 14 final year undergraduates reflecting on their perceptions of feedback written on marked assignments by selecting examples of what they considered to be 'good' and 'bad' work. Findings suggested that emotional reactions play a significant part in determining how students will act on the feedback they receive and the concept of 'emotional backwash' is introduced.

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“…Other studies have shown that students' interest in a subject influences their self-regulation. [7,8] For example, students who are highly interest ed in a subject are likely to use efficient self-regulatory strategies to learn independently, even in the absence of tutors.…”

Section: Researchmentioning

confidence: 99%

Self-regulated learning: A key learning effect of feedback in a problem-based learning context

Mubuuke

Louw

Schalkwyk

2017

AJHPE

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Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback to promote self-regulated learning in a PBL environment. Methods. This was an exploratory qualitative study in which individual interviews and focus group discussions were conducted with health science students who had experience of the tutorial process. Data were collected through audio recording and writing of field notes. Thematic analysis was employed to generate the reported themes. Results. Students used feedback in various ways that can lead to self-regulated learning. Their experiences were summarised into three themes, i.e. activation of prior knowledge; reflection; and formulation of a personal learning plan. From the findings, a conceptual model linking feedback and selfregulated learning in a PBL context was developed. Conclusion. In this study, we propose a conceptual model illustrating how feedback is a major activity in the critical pathway that leads to self-regulated learning.

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The feedback triangle and the enhancement of dialogic feedback processes

Cited by 270 publications

References 48 publications

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

Multimodal Feedback Provision in Improving Pre-Service Teachers’ Competence

‘Now that’s the feedback I want!’ Students’ reactions to feedback on graded work and what they do with it

Self-regulated learning: A key learning effect of feedback in a problem-based learning context

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