The purpose of this paper is to investigate the effects of students’ peer feedback in collaborative English writing of general English classes. For this reason, online pre-and post-surveys were conducted on 33 students enrolled in D University in Chuncheongnam-do. The study results showed that in terms of the affective aspects of peer feedback, the burden of providing feedback, anxiety about English proficiency and negative feedback, and discomfort with negative feedback decreased. At the same time, the perceived usefulness of peer feedback increased. However, cooperation and responsibility, trust in peer feedback, motivation, and the burden of interaction did not show statistically significant differences. In addition, students mentioned that they benefited from peer feedback in the order of grammar, text structure, and vocabulary. As positive aspects, they highlighted objectivity, assistance in English learning, and increased confidence. On the other hand, they pointed out their discomfort in giving feedback due to their low English proficiency and the possibility of providing incorrect information. Based on the results, several implications are discussed.

This study investigated the appropriate ways in offering immediate automated writing feedback within the framework of process-based writing pedagogy by comparing relative effects of two different automated writing evaluation (AWE) system application types on improving writing performance. The experiment took an initiative step in elucidating at what point in the process-based writing stages AWE feedback is best to be served. The research is conducted to confirm whether providing an instant language-related feedback whenever EFL students call for will either interfere the development of content indeed – as it has been expected by process-based writing approach, or bring improvement in students’ writing. Two application types, namely non-continuous feedback (NCF) and continuous feedback (CF) group - are differentiated in terms of in which point of the writing stages students are enabled to get access to the AWE system. With the purpose of the study, a total of 20 students participated. The findings revealed that CF group did not receive language-related AWE feedback to the point of distracting the development of their content. Furthermore, CF group significantly outperformed NCF group in overall writing product, especially on the dimension of grammar and content. Students also expressed a positive attitude toward receiving instant language-related feedback via AWE system.

A special cause producing temporary deviation in the underlying process can influence on process adjustment in First-Order System feedback control system. In this paper, the impact of special causes on the forecasts and the process adjustment that is based on the EWMA forecasts are derived for a first-order system. For some special causes with patterned type of contamination, the influence of the causes on the output process are explicitly investigated. A data set, contaminated by a special cause of level shift, is analyzed to confirm the impact numerically.

Assignable causes producing temporary deviation from the underlying system can influence on process adjustment and process monitoring in dynamic feedback control system. In this paper, the influence of assignable causes on EWMA forecasts and compensatory variables are derived for a dynamic feedback control system. An example is presented to confirm the impact numerically through the analysis of a data.

An important problem in process adjustment using feedback is how often to sample the process and when to apply an adjustment. Schemes designed to minimize the overall cost. The cost taken the frequency with which they require observations to be made, and the resulting overall length of time between adjustment. In this article, the process adjustment which is based on the adaptive EWMA forecasts are derived. An example is presented to improve confirm standard varation through the analysis of a data series.