Scaffolded feedback was tested against three other feedback presentation methods (standard corrective feedback, minimal feedback, and answer-until-correct multiple-choice feedback) over both short- and long-term retention intervals in order to assess which method would produce the most robust gains in error correction. Scaffolded feedback was a method designed to take advantage of the benefits ...

English language teaching (ELT) writing practitioners have long attempted to improve EFL/ESL learners’ competence in writing with recourse to either instruction or feedback. Likewise, researchers have, to date, mainly focused on either of these treatments to enhance language learners’ composing ability. Which treatment leads to more significant improvements is, however, unclear. Moreover, of th...

With the latest paradigm shift in SLA from Cognitivism to Sociocultural Theory (SCT), more studies are carried out to investigate the efficacy of Written Corrective Feedback (WCF) through a social and cultural lens. A more recent offspring of SCT is Activity Theory which provides an explanatory framework for scrutinizing an activity in a social setting. The present study aimed at investigating ...

Kornell and Rhodes (Journal of Experimental Psychology: Applied, 19, 1-13, 2013) reported that correct answer feedback impairs the accuracy of prospective memory judgments. The current experiments explored the boundaries of this effect. In Experiment 1, participants studied Lithuanian-English word pairs, took an initial test, and were either given correct answer feedback or no feedback at all. ...

This paper describes an instructional approach designed to teach adults in a workplace training program strategies for communicating in an electronic context. Students used an on-line discussion group to respond to cases that were relevant to their experiences of seeking and preparing for employment. A scaffolded teaching approach was used whereby students were taught to explain or express a vi...

Research has shown that classroom-based reading strategy training does not necessarily result in effective, self-regulated behaviours when students engage with authentic academic their own study contexts. In light of this problem, our examines the effects an instructional scaffold combined teacher feedback, designed to foster students’ self-regulation Over a 5-week period, read five texts and p...

In this paper, we discuss our research into the effects on student writing of giving sentence-level feedback at several stages in a scaffolded assignment large second year science course. Our results indicate that draws reader’s intuitive sense for writing, rather than their technical grammatical knowledge, was most popular choice TAs assessing work, and also led to revisions students’ parts. A...

Contrary to the fairly established notion in the learning sciences that un-scaffolded processes rarely lead to meaningful learning, this study reports a hidden efficacy of such processes and a method for extracting it. Compared to scaffolded, well-structured problem-solving groups, un-scaffolded, ill-structured problem-solving groups struggled with defining and solving the problems. Their discu...

An increasing number of automated models can make inferences about learners’ understanding based on their problem solving choices in interactive educational technologies. One potential use of these models is to personalize feedback interventions. We investigate using the output of an inverse planning model to choose feedback activities for learners. The inverse planning model uses the patterns ...