This research is taken from a classroom-based study on how the indirect approach in written corrective feedback (CF) differs from the direct approach in facilitating the learning of grammatical features in L2 writing. Eleven university students from a writing class were divided into three groups based on TOEIC scores. After writing narrative assignments, they were given three different types of feedback: direct, indirect, and metalinguistic. The participants were asked to revise their writings after receiving indirect CF and metalinguistic CF. Immediately after revising, they were also asked to answer an open-ended questionnaire on the feedback type. Their revisions and corrections were analyzed according to use of indefinite articles, and different feedback types showed slightly different reactions and attitudes. The highlevel students were not influenced much by the feedback type, while the mid- and low-level students favored the indirect approach for their thinking processes, and benefited from metalinguistic CF in the revision sessions. The indirect approach appeared to be more effective, if implemented appropriately, increasing working memory for self-regulated L2 writing processes.

In second language writing, while much research has focused on teachers’ act of feedback per se, scant attention has been paid to how they attempt to bring innovation to their feedback practices and how they cope with the contextual challenges arising from the innovation. This study seeks to explore two teachers’ perspectives on their own attempts at innovative feedback approaches in their writing classrooms. Drawing on data gathered from individual teacher interviews and their personal reflections, the results of the study show that their engagement in feedback innovation served as a significant source of their continuing professional development. While they encountered some challenges during the innovation, they also exercised their professional agency to address these challenges and reaped benefits from their innovative attempts. The paper concludes with some implications for feedback innovation in EFL contexts and how teachers can be supported in their continuing efforts to develop effective feedback approaches in writing.

This study examined the linguistic and methodological issues that arose as two Korean professors taught their subject matter in English to Korean college students and how each professor used the comments and suggestions provided by a teacher trainer. The participants included two Korean female professors who taught their major course in English. The data came from the analysis of the two professors’video-recorded lessons, the teacher trainer’s notes of follow-up discussions with each professor, and students’ response to the surveys. The results showed that the two Korean EFL professors exhibited more methodological than linguistic issues as they delivered their subject matter in English. Additionally, the way they used the trainer’s comments on their instruction revealed differences. One professor closely followed them, thereby changing her future instruction, whereas the other did not pay close attention to them; consequently, her subsequent lessons showed little transformation from her first lesson. This study suggests that it is important to establish a systematic support system for Korean EFL content professors who deliver their lesson in English.

This study investigates the relationship between a native English-speaking teacher and EFL students in the response-and-revision process. The data consisted of drafts and revisions produced by three students in response to teacher comments and interviews with students. In order to examine how EFL students react to the feedback, teachers’ written feedback on the papers was evaluated by calculating frequency counts on the same types of feedback. We then examined the extent to which students made use of teacher feedback in their revisions. In addition, we supplemented our interpretations by extracting aspects of the students’ views through analysis of the interview data. All three students believe that only native speakers can correct language errors in their writing. Furthermore, the students prefer or indeed demand native English-speaking teachers as writing teachers. In fact, dissimilar student reactions to native English-speaking teacher feedback probably arise from whether and how they positioned themselves as a writer in the EFL writing classroom.

Purpose: The purpose of this study was to investigate the effect of debriefing learning using peer feedback after blood transfusion nursing simulation practice. Methods: This study is a mixed method research to investigate the effect of debriefing using peer feedback on learning. The subjects of this study were third-year nursing students, and 23 of them were allocated to the control group and 19 to the experimental group. The experimental treatment was performed for about three hours, and the debriefing using peer feedback was not performed with the control group. The effect of the debriefing was measured in terms of the knowledge, attitude, and confidence in the performance with regard to blood transfusion nursing. The qualitative data about cognitive learning experience during the debriefing were analyzed. The quantitative data were analyzed by a t-test, a x² test, and a paired t-test by using IBM Statistics SPSS 19.0 software. Results: The results showed that the knowledge was significantly increased in both the control group and the experimental group (paired t=-6.411, p<.001; paired t=-5.759, p<.001), that the attitude toward the blood transfusion nursing was not significantly changed in both groups (paired t=-0.639, p=.530; paired t=-0.631, p=.536), and that the confidence in the performance was significantly increased in both groups (paired t=-5.124, p<.001; paired t=-4.747, p<.001). The qualitative data analysis of the cognitive learning experience during the debriefing showed that the content was divided into four subjects: “My errors are clearly seen as I reflect on myself,” “I can understand how to say and perform,” “I could make the knowledge my own by reviewing what I have done,” and “I could have see the big picture of nursing skills.” Conclusion:. The results of this study showed that the debriefing using peer feedback after the simulation had the learning effects of repeated learning and experiential learning of specific nursing skill, indicating that it is a useful education tool in nursing education.

The purpose of this study is to examine the effects of feedback breathing exercise on respiratory muscle activity. Thirty stroke patients were randomly and equally assigned to an experimental group and a control group. The experimental group received rehabilitation exercise treatment for 30 minutes and feedback respiratory exercise for 30 minutes and the control group received rehabilitation exercise treatment for 30 minutes and conducted motomed exercise for 30 minutes. All of them conducted exercises five times per week for four weeks. Respiratory muscles including the upper trapezius(UT), longissimus dorsi(LD), rectus abdominis(RA), external abdominal oblique(EAO) and, internal abdominal oblique(IAO) were measured using MP 150WSW prior to and after the experiment. Regarding pulmonary functions prior to and after the experiment, the experimental group showed significant differences in all sections but the control group did not show significant differences in any sections. As for in-between group differences after the experiment, there were significant differences in the UT, LD, RA, and IAO but no significant differences in the EAO. In conclusion, respiratory muscle activity was more effective for the experimental group than the control group. It is considered that feedback respiratory exercise may induce improvement in respiratory muscles in stroke patients through feedback breathing exercise.

This study examined the effects of peer feedback combined with teacher feedback on L2 writing. From a review of related studies, several factors were selected as predictors of L2 writing proficiency: L2 knowledge and composition skills, L2writing anxiety, and metacognitive knowledge on L2 writing. Participants were 75college students, who were randomly assigned to the experimental or the control group. Both groups received teacher feedback, while the experimental group performed peer feedback activities, and the control group did self-reflective revision in addition. Data were collected from teacher and peer feedback, timed writing, an L2writing anxiety survey, and evaluation of a sample essay. A statistical analysis revealed differences between teacher and peer feedback. Peer feedback combined with teacher feedback appeared to be beneficial for increasing L2 knowledge and lowering L2 writing anxiety. In the regression analysis, writing anxiety predicted the level of L2 knowledge and composition skills. Based on the findings, implications for L2 writing class and suggestions for future studies are presented.

Despite a growing interest in the role of written corrective feedback (CF) in L2development, not enough research has examined how learners actually process and understand linguistic information delivered in CF. Acknowledging the importance and necessity of process-oriented research into written CF, the present study investigated the extent to which Korean learners of English understood written CF they received from the teacher in writing classes. In addition, the study looked into whether the presence and quality of understanding of CF was related to learners’immediate uptake and retention of CF. Two intact writing classes and one native English teacher participated in the present research. The study found that a third of CF targeting grammar errors and a half of CF targeting vocabulary errors were correctly understood. The quality of the learners’ understanding of CF was closely related to their immediate uptake in terms of grammar but not in vocabulary; and the quality of their understanding was strongly related to retention in grammar and vocabulary.

To assess effectiveness in serious games is the principal means for the purpose of developing the game and criteria for assessing quality of the game. Until now, serious games assessment has been implemented mainly through surveys that measured from the outside of the game using in-depth interviews, or sensor-based psycho-physiological observation. However, these methods have limitations that do not properly reflect on the gaming experience that is characterized by the coevolution through player participation activities. Therefore, we propose a model to assess the effectiveness of serious games systematically through evaluating the functionality based on the player's feedback.

This study is to examine the effects of a feedback breathing device exercise and diaphragm breathing exercise on pulmonary functions of chronic strokes patients. The selection of 20 subjects was divided equally and placed into a experiment group and a control group and the intervention was applied four times per a week for five weeks. In each session, both groups received rehabilitative exercise treatment for 30 minutes, and a feedback breathing device exercise for 15 minutes. In addition, experimental group conducted a combination of diaphragm breathing exercise for 15 minutes. Prior to and after the experiment, patients’ pulmonary functions were measured using a spirometer. The pulmonary function tests included FVC, FEV1, FEV1/FVC, PEF, VC, TV, IC, ERV, IRV. With respect to changes in the pulmonary functions of both groups, the experimental group significantly differed in FVC, FEV1, TV, ERV but did not in PEF, FEV1/FVC, VC, IRV. The control group did not significantly differ in any of the tests. There were significant differences in FEV1, FEV1/FVC, TV, ERV between the two groups, but no significant differences in FVC, PEF, FEV1/FVC, VC, IRV between them after the experiment. The experimental group, which conducted a combination of a feedback breathing device exercise and diaphragm breathing exercise, saw their respiratory ability increase more significantly than the control group. The breathing exercise was found to improve pulmonary function in chronic stroke patients.

Engl ish as a Foreign Language (EFL) students in traditional second language (L2) writing classrooms are not provided sufficient opportunities for giving and receiving peer feedback. To compensate for this limitation, blended learning has been suggested in the L2 writing classroom. However, there has been little research on peer feedback in blended learning in L2 writing. Therefore, this study aims to investigate the patterns of peer feedback and the impact of peer feedback on revisions in blended leaming in L2 writing. The subjects for the qualitative study consisted of three university students, representing low- intermediate, intermediate, and advanced levels of English writing proficiency. Data sources included student-produced feedback in online and offline sessions, 18 drafts in process-oriented writing, classroom observations, and the interview. The major fi ndings of the study are as fo llows. First, the students produced more onl ine peer feedback than offline peer feedback. Second, they provided more fonn-focused feedback in online sessions, but more meaning-focused feedback in offline sessions. Third, they incorporated online peer feedback in their second drafts more than offline peer feedback in the final drafts. Based on the findings, implications are considered and suggestions are made for the effective use of peer feedback in blended learning in L2 writing .

Thi s study investi gates whether the effect of written corrective feedback (CF) on learners' acquisition of English art icle usage is mediated by the type of information CF provides. To tap into this issue, four types of informat ion on error were identifi ed: its existence, location, correct form and nature. Written CF was categorized into three types according to the sorts of information it contained: indirect CF that supplies informat ion on existence and location, direct CF that provides information on ex istence, location and correct form, and metalinguistic CF that includes metalinguistic explanation on error nature and all the other infornlation types. Three CF groups were accord ingly formed along with a control group in a quasi-experiment, where the groups engaged in three narrative-writing tasks. Error correction and narrati ve writing tests were administered to measure the acquisition of explicit and implicit knowledge of English articles respectively. The results revealed that written CF was beneficial to acquisition of both L2 exp licit and im plicit knowledge and that such positive effects emerged only in the metalinguistic CF group. The findings added counterevidence to Truscott's (1996) argument against written CF utility and suggested that metalinguistic explanation on error may playa pivotal role in written CF-triggered L2 acqui sition.

The purpose of this study was to investigate the effect of visual feedback on the postural control of stroke patients, by systematically varying conditions of visual feedback [eye-open condition (EO) vs. eye-closed condition (EC)], and base-support (both-side support, affected-side support, and unaffected-side support). In this study, we allocated 41 stroke patients with no damage in the cerebellum and visual cortex who can walk at least 10 meters independently, and 35 normal adults who have no experience of stroke to the control group. Both groups were asked to perform a "sit-to-stand" task three to five times, and their postural control ability was measured and compared in terms of asymmetric dependence (AD) instead of the traditional symmetric index (SI) in the literature. The results showed that although both subject groups maintained better postural control in the EO condition than in the EC condition, the patient group appeared to be more stable in EC than in EO when they were required to perform the task of the support condition given on the affected side. These results implied that visual feedback can impair stroke patients' postural control when it is combined with a specific support condition.