this paper investigates learner-initiated responses to english language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. classroom discourse research has largely neglected learner init...

We explore the use of auditory feedback in pen gesture interfaces in a series of informal and formal experiments. Initial iterative studies showed that gaining performance or learning advantage with auditory feedback beyond the obvious is difficult. To establish a baseline, Experiment 1 formally evaluated gesture production accuracy as a function of auditory and visual feedback. Size of gesture...

The INEX 2010 Focused Relevance Feedback track offered a refined approach to the evaluation of Focused Relevance Feedback algorithms through simulated exhaustive user feedback. As in traditional approaches we simulated a user-in-the loop by re-using the assessments of ad-hoc retrieval obtained from real users who assess focused ad-hoc retrieval submissions. The evaluation was extended in severa...

• A framework is developed for studying complementation of feedback sources. Teacher, EFL peer, and native English-speaking peer were compared. Three sources provided high rates non-overlapped points. showed preference different strategies. Student perceptions providers quality mediated uptake. As L2 writers receive diverse in their writing process, it important to understand how these compleme...

The Clairvoyance team participated in the HARD Track, submitting fifteen runs. Our experiments focused primarily on exploiting user feedback through clarification forms for query expansion. We made limited use of the genre and related text metadata. Within the clarification form feedback framework, we explored the cluster hypothesis in the context of relevance feedback. The cluster hypothesis s...

This study investigated the effectiveness of reactive incidental focus on form (FonF) for each learner with regard to different linguistic categories in meaning-oriented EFL classes. To this end, 30 hr of meaningful interactions of upper-intermediate EFL learners were audio-recorded in 2 free discussion classes. Instances of reactive incidental focus-on-form episodes (FFEs), where teachers offe...

Feedback linearization has several extensions and approximate feedback linearization is one of actively studied areas. In [2], [4], a framework of approximate feedback linearization was established and a locally stabilizing controller was designed, respectively. In [3], the class of systems in parametric feedback form were considered and an adaptive controller was suggested. Then, this work has...

OBJECTIVE To explore perceptions of clinical consultations and how they relate to questionnaire-based patient feedback. METHODS Telephone interviews with 35 junior doctors and 40 general practice patients who had used the Doctors' Interpersonal Skills Questionnaire (DISQ). RESULTS Doctors and patients had similar views of 'good consultations' as relying on doctors' listening and explaining ...