abstract the extent to which teachers’ written corrective feedback (wcf) is conducive to esl learners’ improvement has been discussed since truscott’s claim in 1996. the mentioned debate continues because there has been lots of contrastive research studies with different results. this paper presents the results of a 2-month study of the effectiveness of wcf to 65 low intermediate iranian learne...

Considerable interest in the hypothesis that different cognitive tasks recruit qualitatively distinct processing systems has led to the proposal of separate explicit (declarative) and implicit (procedural) systems. A popular probabilistic category learning task known as the “Weather Prediction Task” is said to be ideally suited to examine this distinction because its two versions – ‘observation...

Feedback has a strong influence on effective learning from computer-based instruction. Prior research on feedback in computer-based instruction has mainly focused on static feedback schedules that employ the same feedback schedule through an instructional session. This study examined transitional feedback schedules in computer-based multimedia instruction on procedural problem-solving in electr...

Studies of the testing effect have shown that retrieval significantly improves learning. However, most of these studies have been restricted to simple types of declarative verbal knowledge. Five experiments were designed to explore whether testing improves acquisition of route knowledge, which has a procedural component consisting of actions to be performed at decision points (Golledge, 1991). ...

A common goal of many Computer Science programs is to enable students to develop conceptual knowledge and procedural skills to analyze, design, test, and build a software oriented solution to an ill-defined problem. Modern continuous software development practices offer techniques, tools, and procedures that could be harnessed in software production oriented project-based learning to enhance st...

The acquisition of procedural skills requires learning by doing. Ideally, a student would receive real-time assessment and feedback as he attempts practice problems designed to exercise the targeted skills. This paper describes an automated assessment and feedback capability that has been applied to training for a complex software system in widespread use throughout the U.S. Army. The automated...

In addition to knowledge, in various domains skills are equally important. Active learning and training are effective forms of education. We present an automated skills training system for a database programming environment that promotes procedural knowledge acquisition and skills training. The system provides support features such as correction of solutions, feedback and personalised guidance,...

Intelligent tutors have been shown to be as e↵ective as human tutors in supporting learning in many domains. Although they can be very e↵ective, the construction of intelligent tutors can be costly. One way to address this problem is to use previously collected data to generate domain models to provide intelligent feedback to otherwise non-personalized tutors. These data-driven methods for prov...

Most teachers give written feedback because it is a required deliverable, like a checkout assistant handing every customer the printed receipt, even though few use them. However there is no point in giving feedback unless the learner uses it: modifies or actively reappraises something specific as a result. This paper explores the theoretical and practical implications of taking this as the star...