This study investigated which type of corrective feedback, direct feedback or indirect feedback, would be more effective for reducing the targeted errors−verb, noun, and determiner errors−in L2 writing. The 20 Korean EFL college students were divided into two feedback conditions: direct feedback and indirect coded feedback. The results of the study showed that only the errors in the noun category, not the other two categories, showed a significant decrease over time. There were no significant differences in the effect of the differential feedback. The post surveys and interviews revealed that the students in both groups had difficulty in understanding their errors and feedback on them, and they wanted to receive a more detailed explanation about their errors in order to fully understand them. The overall findings indicate that different types of corrective feedback need to be combined with other methods such as a one-to-one conference or mini-lesson for further helping students understand their errors and reduce other errors in the future. This study provides L2 teachers with valuable information on how to respond more effectively to the needs of L2 learners.

Using a sociocultural approach, this study investigates how Korean learners of English internalize feedback and how this internalization affects their actual revision. To date, studies on learner response to feedback has used a cognitive approach in which learners are asked about their perceptions of teacher feedback. By adopting the idea of internalization from sociocultural theory, this study complexities analysis by comparing the extent to which two EFL students, Jeong-soo and Jee-min, internalize feedback by conducting in-depth interviews, collecting the written and oral feedback they received on their texts, and collecting the writing assignments they wrote. Analysis reveals that these two students are at different levels of internalization and that this difference is represented in their revisions. This developmental view of learners’ understanding of feedback provides a new perspective on learner response to feedback and implies that writing instructors should not only provide feedback but also facilitate learners’ understanding of feedback so that they can grow into self-regulated learners.

This experimental study investigated whether language anxiety differentially influences the extent to which two corrective feedback (CF) techniques of recasts and prompts affect the L2 learning process and its outcome. Four experimental groups were formed according to their anxiety level and the type of CF received during question recall tasks they completed: the high-anxiety recasts-receiving group, the low-anxiety recasts-receiving group, the high-anxiety prompts-receiving group, and the low-anxiety prompts-receiving group. Two high- and low-anxiety control groups were additionally formed, who did not engage in the tasks. Learners’ anxiety level was judged based on their responses to a language anxiety questionnaire. CF efficacy in processing L2 was measured by examining the extent to which CF induced modified output and repair. Learners’ L2 knowledge was assessed at explicit and implicit levels on pretests, immediate posttests, and delayed posttests. Results revealed that language anxiety had no impact on prompts’ efficacy but displayed some influence on recasts’ efficacy. Recasts were more effective in promoting repair and L2 explicit knowledge for low-anxiety learners. It was also found that the differential effects of learner language anxiety were closely related to the level of anxiety aroused by the way the tasks were implemented. The finding highlights the significance of considering both learner language anxiety and task anxiety in providing CF.

The purpose of this study was to investigate the effects of virtual reality (VR) therapy with compensation inhibition and feedback (CIF) on upper extremity function in chronic stroke patients. Seven chronic stroke patients participated in this study, which was a randomized controlled trial with a crossover design. Self upper extremity exercise, conservative VR therapy, and VR therapy with CIF were performed for one hour per session, 5 times per week, over a 3 week period. The main outcome measures involved range of motion (ROM) including shoulder, elbow, and wrist joints, a Manual Function Test (MFT), and a Motor Activity Log (MAL). Data were calculated as posttest and pretest changes in every session and were analyzed using Friedman and Wilcoxon signed-rank tests at p<.05. The results were as follows: 1) Statistically significant increase in ROM measurements of shoulder and elbow joints were seen with VR therapy with CIF compared to VR therapy and self upper extremity exercise (p<.05), whereas no significant increasing was noted for the wrist joint (p>.05). 2) Statistically significant increase in the MFT was seen with VR therapy with CIF compared with VR therapy and self upper extremity exercise (p<.05). 3) VR therapy with CIF also resulted in statistically significant increase in both activity of use (AOU) (p<.05) and quality of movement (QOM) (p<.05) on the MAL test when compared with VR therapy and self upper extremity exercise, respectively. In conclusion, VR therapy with CIF was more effective than conservative VR therapy and self upper extremity exercise in improving the upper extremity function in hemiplegic patients with chronic stroke.

The purpose of the study is to report and share a reflection on using the ETS Criterion online writing evaluation system in a university setting and evaluate if this system can be a suitable teaching/learning tool for English language learners (ELLs) in an English as a Foreign Language (EFL) context to facilitate their writing ability. Participants were given a writing prompt to write about in class and entered their writing into the Criterion system to receive feedback. Both quantitative and interpretive analyses were conducted for 129 student writing samples and Trait Feedback Analysis reports. The study revealed that the sentence-level feedback appears to be in urgent need for EFL writers, but Criterion did not provide this kind of feedback. Errors in such aspects as basic sentence structures, subject-verb relationship, awkward meaning construction, and formulaic expressions could not be treated by Criterion at all. In addition, the comparison of teacher feedback and Criterion feedback were discussed in details. This study alerts users to contemplate before use what the purpose of using Criterion is, whether for diagnosis of writing proficiency or as a teaching/learning tool for developing students’ writing ability. Plus, educators should be aware of on which language aspects and features EFL writers necessitate feedback to facilitate their writing development, different from first language (L1) writers.

This study examined the relative effects of weekly and daily group feedback on the customer service behaviors in a gas station. Participants were four employees providing full services to the customers. Four target service behaviors, which were identified from the job description for the employees, served as the dependent variables. The data were collected by a supervisor. The independent variable was the frequency of group feedback on the four service behaviors: weekly and daily group feedback. An ABC within group design was adopted. After baseline (A), the weekly group feedback condition (B) was introduced. In the next phase, the daily group feedback condition (C) was introduced. Both weekly and daily group feedback were presented in a graph form and posted at a conspicuous location. Results showed that both weekly feedback and daily feedback conditions were effective in increasing the target behaviors. And, there was difference in the effects between the two conditions.

목적 : 본 연구의 목적은 시각되먹임 제공 및 차단으로 시행된 자세수직훈련의 효과를 비교함으로써, 시각되먹임을 차단한 자세수직훈련이 뇌졸중 밀기증후군 환자의 기능회복 및 일상생활동작에 어떠한 영향을 미치는지 알아보고 자 하였다. 연구방법 : 본 연구는 개별사례 교차중재 연구설계 중 대상자간 다중기초선을 이용하였으며, 밀기증후군 환자 3명 을 대상으로 하였다. 기초선 측정은 대상자 1이 4회, 대상자 2가 7회 그리고 대상자 3이 10회였으며, 치료회기는 대상자 1이 14회, 대상자 2가 11회 그리고 대상자 3이 8회였다. 치료중재는 대상자 1이 14회, 대상자 2가 11회 그 리고 대상자 3이 8회였다. 밀기증상의 기능회복 평가는 밀기 증후 척도, 일상생활동작을 평가하기 위하여 바델지 수 및 실험 전∙후 대칭적인 서기자세를 평가하기 위하여 근전도기로 양측 중둔근에서 근활성도를 측정하였다. 결과 : 시각되먹임을 차단한 자세수직훈련이 적용되었을 때 대상자 1, 2, 3의 밀기 증후 척도는 각각 기초선과 비교 하여 52.4%(5.3점에서 2.8점), 36.4%(4.4점에서 1.6점) 및 23.6%(3.6점에서 0.9점) 향상되었다. 시각되먹임을 제공한 자세수직훈련은 42.9%(5.3점에서 2.3점), 26.1%(4.4점에서 1.2점) 및 13.2%(3.6점에서 0.5점) 향상되었다. 대상자 1, 2, 3의 바델지수는 각각 기초선과 비교하여 22.4%(44.3점에서 54.1점), 15.5%(44.7점에서 51.6 점) 및 15.8%(51.5점에서 59.6점) 향상되었다. 시각되먹임을 제공한 자세수직훈련은 17.0%(44.3점에서 51.8점), 11.4%(44.7점에서 49.8점) 및 14.8%(51.5점에서 59.1점) 향상되었다. 또한 실험 전과 비교하여 실험 후 환측의 중둔근 근활성도가 더 크게 향상되었다. 결론 : 교대로 적용된 치료중재 결과를 통하여 시각되먹임을 차단한 자세수직훈련이 시각되먹임을 제공한 자세수직훈련보다 밀기증후군 환자의 기능회복 및 일상생활동작능력에 더 효과적인 것으로 나타났다. 향후에는 많은 대상자를 포함시키고 오랜 기간 동안 적용한 연구들이 계속 이어져야 할 것이다.

This study investigates the effects of the types of tasks and feedback on Korean adult EFL learners' fluency, accuracy, and complexity. A qualitative approach was also added to determine the perceptions that learners and teachers have about task-based instruction (TBI) and feedback types with learning journals, interviews, and stimulated recall. Although the experiment had the limitations of a small size of subjects and short length, certain findings are worth noticing. For both levels of group learners (lower intermediate and higher intermediate), fluency was highest in the descriptive tasks receiving implicit feedback. For accuracy, the rate was highest when both groups performed descriptive tasks receiving explicit feedback. For complexity, only higher intermediate level learners showed substantially higher rates in narrative tasks with explicit feedback. Planning time and the freedom to choose the topic (picture to describe) presumably might have affected fluency and accuracy in descriptive tasks. Accuracy was found to have been more affected by explicit feedback that primarily provided corrections on morphosyntactic errors. In addition, the qualitative research on the perceptions that L2 learners and teacher had about their experience with TBI and feedback provides insightful perspectives that are hoped to contribute to designing more effective TBI and interactional corrective feedback. (201)

The purpose of this study was to examine the relative effectiveness of immediate feedback and informational prompt on safe sitting behaviors that may cause VDT syndromes. Participants were three white color workers and an ABCB within-subject design was adopted. Safety Posture System was developed specifically for the present study. The system could detect participants' unsafe sitting postures using sensors and provide feedback and prompt on the computer monitors. The results indicated that both immediate feedback and informational prompt considerably increased safe sitting behaviors. More importantly, the immediate feedback was more effective than the informational prompt in increasing safe sitting behaviors.

Second language (L2) research has reported a facilitative role of interaction in L2 learning. It points out that interactional corrective feedback (ICF), which naturally occurs during negotiation for meaning, is one of many benefits. Research argues that such feedback can draw learners’ attention to their nontargetlike utterances. However, many researchers question whether ICF is perceived by learners as correction to language in meaning-based classrooms since it is interwoven with an on­going conversation. In light of this, the current study aims to investigate in nine intact classrooms how learners perceive ICF. In doing so, the study pioneers in the investigation of how learners perceive ICF differently depending on whether they are direct or indirect recipients. In addition, the study examines whether the type of ICF plays a role in learner perception. The study analyzed stimulated recall interviews from 45 students to measure learner perception. The results show that learners perceived about 50% of ICF as correction and that they were generally more sensitive to the corrective function of feedback when they were direct recipients. However, when instructors use recasts, there is no significant difference in learner perception between direct recipients and indirect recipients.

An active suspension system has an external energy source, from which energy is constantly supplied to the system for continuous control of the vehicle's motion. There are some control strategies. In the study, the reduced-order active suspension control strategy via the singular perturbation technique is applied to the half car model which has 4 DOF. The performance of the hydraulic active suspension system utilizing this control strategy is investigated and compared with those of the systems with the full-order state feedback control and the sky-hook damping control. Their performances are compared through the computer simulation in the time and the frequency responses, respectively. In the transient response analysis, the C-language program is used, and Matlab program tool is used in the frequency response analysis. It is shown that the reduced-order control strategy yields almost the same performance as that of the full-order state feedback control, and gives better performance than that of the sky-hook damping control, especially in ride quality.

While the professional literature abounds with the values of feedback on L2 language writings, few researchers have investigated the differential effects of types of feedback on the writing improvements in terms of proficiency levels. The purpose of the study was three-fold: to examine (1) the effects of three types of feedback, teacher, peer, and self-review on sixteen Korean college students" writing improvements; (2) the relationships between feedback types and proficiency levels; and (3) students" opinions on the feedback types such as preferences and reasons. The results showed that all types of feedback helped students improve their writings through revisions, but the effects of feedback differ from feedback type to type. The effects of teacher and peer review were significantly beneficial for students" writing, while the self-review was the least effective. In addition, the more advanced writers benefit from the peer or self-review, while the less proficient writers improved their writing from the teacher feedback, even though most of the students prefer the teacher feedback to the other types of feedback, peer and self-review. The theoretical background and pedagogical implications are discussed.