Title of Dissertation: CONTENT-BASED INSTRUCTION IN THE CONTEXT OF CHINESE IMMERSION: AN EXPLORATION OF CORRECTIVE FEEDBACK Qin Yao, Doctor of Philosophy, 2016 Dissertation directed by: Professor, Jeff MacSwan, Ph.D., Department of Teaching and Learning, Policy and Leadership Immersion education encourages students to learn a new language by actually using the language, and has become a popular...

Recent studies in Second Language Acquisition (SLA) have shown that there is an apparent relationship between teachers' beliefs and their classroom practices of oral corrective feedback second language teaching. Even though many experimental show it beneficial for acquisition, relatively little research has explored the teachers terms feedback. This descriptive study aims to examine stated abou...

For literacy coaches and teachers, feedback is an integral component of effective coaching. Yet, little understood about the interaction between high/low implementing teachers within coaching sessions. This multiple case study explored types provided both high low over a two-year period. In first year, at least twice as much instructional emotional to low-implementing teachers. Those not only r...

The present paper introduces a new model for teaching randomized learners. Our new model, though based on the classical teaching dimension model, allows to study the influence of various parameters such as the learner’s memory size, its ability to provide or to not provide feedback, and the influence of the order in which examples are presented. Furthermore, within the new model it is possible ...

Many evaluation instruments have been developed to provide feedback to physicians on their clinical teaching but written feedback alone is not always effective. We explored whether feedback effectiveness improved when teachers' self-assessment was added to written feedback based on student ratings. 37 physicians (10 residents, 27 attending physicians) from different specialties (Internal Medici...

OBJECTIVE We sought to determine if a novel competency-based daily encounter card (DEC) that was designed to minimize leniency bias and maximize independent competency assessments could address the limitations of existing feedback mechanisms when applied to an emergency medicine rotation. METHODS Learners in 2 tertiary academic emergency departments (EDs) presented a DEC to their teachers aft...

Providing writing feedback to English language learners (ELLs) helps them learn to write better, but it is not clear what type or how much information should be provided. There have been few experiments directly comparing the effects of different types of automatically generated feedback on ELL writing. Such studies are difficult to conduct because they require participation and commitment from...

This research aimed to find out students' perspectives on the teachers' written corrective feedback in online Professional Narrative Writing classes and discover types of that students prefer help them revise their writing. Thus, questions this study were (1) What are class? (2) get writing The participants thirty-four (34) from three Universitas Kristen Satya Wacana. was conducted September un...

This research explores the effects of three computer-mediated feedback modalities, that is, elicitation, recast, and meta-linguistics, on the learning of English participial, gerund, and infinitival phrases among Iranian intermediate-level EFL learners. The overriding focus of the present study was to investigate whether different types of feedback given through form-focused computer-human exch...