Studies on Positive Evidence Feedback in Second Language Writing: Status Quo and Implications

While a surge of research has investigated the use of reformulations and models as positive evidence feedback (PEF) in second language (L2) writing, so far no research synthesis seeking to review the status quo of this particular topic has been published. To fill the gap, the present study synthesized 23 studies on reformulations and models as PEF in L2 writing and examined the salient findings regarding three major research strands: (1) students’ noticing and incorporation from reformulations; (2) students’ noticing and incorporation from models; and (3) effects of PEF on L2 writing. Informed by the study findings, we suggest L2 teachers vary their feedback decisions with flexibility, consider individual and contextual factors in PEF practices, combine PEF and corrective feedback to maximize student learning, and provide guidance to support student actions in response to PEF. We also propose three areas for further research, namely going beyond linguistic issues to explore the potential of PEF, systematically investigating factors influencing students’ engagement with PEF, and collecting longitudinal data to examine the long-term effect of PEF. This study enhances our understanding of this emerging research area and provides implications for L2 pedagogy, as well as suggestions for future investigations.

Corrective feedback control of competing neural network with entire connections

Continuous persist activity of the competitive network is related to many functions, such as working memory, oculomotor integrator and decision making. Many competition models with mutual inhibition structures achieve activity maintenance via positive feedback, which requires meticulous fine tuning of the network parameters strictly. Negative derivative feedback, according to recent research, might represent a novel mechanism for sustaining neural activity that is more resistant to multiple neural perturbations than positive feedback. Many classic models with only mutual inhibition structure are not capable of providing negative derivative feedback because double-inhibition acts as a positive feedback loop, and lack of negative feedback loop that is indispensable for negative derivative feedback. Here in the proposal, we aim to derive a new competition network with negative derivative feedback. The network is made up of two symmetric pairs of EI populations that the four population are completely connected. We conclude that the negative derivative occurs in two circumstances, in which one the activity of the two sides is synchronous but push-pull-like in the other, as well as the switch of two conditions in mathematical analysis and numerical simulation.

Learning Processes in Interactive CALL Systems: Linking Automatic Feedback, System Logs, and Learning Outcomes

Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user’s learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes. To fill this gap, we analyzed and interpreted detailed logs from an ICALL system used in a randomized controlled field study where 205 German learners of English in secondary school received either general or specific corrective feedback on grammar exercises. In addition to explicit pre-/post-test results, we derived 19 learning process variables from the system log. Exploratory factor analysis revealed three latent factors underlying these process variables: effort,accuracy focus, and time on task. Accuracy focus and finish time (a process variable that did not load well on any factors) significantly predicted pre-/post-test gain scores with a medium effect size. We then clustered learners based on their process patterns and found that the specific feedback group tended to demonstrate particular learning processes and that these patterns moderate the advantage of specific feedback. We discuss the implications of analyzing system logs for SLA, CALL, and education researchers and call for more collaboration.

Kurdish EFL Learners’ Perceptions towards Written Corrective Feedback and Its Types: An Investigative Study

Written Corrective Feedback has been one of the most controversial topics (Waller, 2015), and it has been researched extensively. Still, the lack of research among Kurdish EFL learners made it necessary to conduct the current research. This study focuses on investigating learners’ perceptions of written corrective feedback and its types. It attempts to answer what the Kurdish EFL learners’ perceptions of written corrective feedback are, and what types of written corrective feedback among Kurdish Learners are preferred. Answering these questions is significant as the results can be used by both teachers and learners to improve learners’ writing accuracy. A survey questionnaire was distributed to collect data. After analyzing data, the results reveal that most Kurdish EFL participants were not fully aware of WCF and its effectiveness as a learning tool. However, they still expected their writing teachers to provide them with WCF in writing tasks. Also, the results indicate that Kurdish EFL learners preferred two types of WCF: explicit and implicit WCF. Hence, the results have many pedagogical implications for writing teachers and learners. Firstly, it shows how EFL learners from other countries and contexts perceive WCF, and secondly, results encourage writing teachers to give more attention and value to WCF.

Understanding Traffic Accidents among Young Drivers in Qatar

Young drivers are generally associated with risky driving behaviors that can lead to crash involvement. Many self-report measurement scales are used to assess such risky behaviors. This study is aimed to understand the risky driving behaviors of young adults in Qatar and how such behaviors are associated with crash involvement. This was achieved through the usage of validated self-report measurement scales adopted for the Arabic context. A nationwide cross-sectional and exploratory study was conducted in Qatar from January to April 2021. Due to the Covid-19 pandemic, the survey was conducted online. Therefore, respondents were selected conveniently. Hence, the study adopted a non-probability sampling method in which convenience and snowball sampling were used. A total of 253 completed questionnaires were received, of which 57.3% were female, and 42.7% were male. Approximately 55.8% of these young drivers were involved in traffic accidents after obtaining their driving license. On average, most young drivers do have some risky driving behavior accompanied by a low tendency to violate traffic laws, and their driving style is not significantly controlled by their personality on the road. The older young drivers are more involved in traffic accidents than the younger drivers, i.e., around 1.5 times more likely. Moreover, a young male driver is 3.2 times less likely to be involved in traffic accidents than a female driver. In addition, males are only 0.309 times as likely as females to be involved in an accident and have approximately a 70% lower likelihood of having an accident versus females. The analysis is complemented with the association between young drivers’ demographic background and psychosocial-behavioral parameters (linking risky driving behavior, personality, and obligation effects on crash involvement). Some interventions are required to improve driving behavior, such as driving apps that are able to monitor and provide corrective feedback.

Effect of Language Learning Strategies and Teacher versus Peer Feedback on Reducing Lexical Errors of University Learners

This study examined the effects of language learning strategies (LLS) and coded corrective feedback on reducing four types of lexical errors made by two student groups, one receiving teacher corrective feedback (TCF) and the other peer corrective feedback (PCF). Participants (n=34) were divided into two groups; one group (n=17) received TCF and the second group (n=17) received PCF. Both groups were trained in applying LLS to revise, in response to their respective feedback, coded lexical errors they had made in three practice essays. The study used the Sequential Explanatory strategy of the Mixed Methods’ Design Strategies to compare the groups’ lexical error performance on immediate and delayed post-tests. Findings showed that participants in the PCF group significantly outperformed their TCF counterparts and reduced overall lexical errors at the delayed post-test (week 16). Also, the PCF group reduced ‘unnecessary’ and ‘redundant’ word errors at the delayed post-test, though not significantly. Analysis of students’ reflections, written after training, revealed that students depended on gut feeling and prior experience to revise their errors; they restructured sentences when they could not correct lexical errors and considered collocation errors difficult to correct. Pedagogical implications include adopting specific methods of vocabulary teaching and meaningful error feedback.

Neuropsychological and psychopathological variables modulating cognitive insight in people with schizophrenia

Cognitive insight is the capacity of patients with schizophrenia to evaluate their psychotic experiences and respond to the corrective feedback. The relationship with their neuropsychological functions and the modulation exercised by mood and anxiety are still not clear. To make advances and deepen our knowledge would have an important impact on our understanding of the cognitive mechanisms and intervention programmes. Two samples were chosen, one clinical with persons suffering from schizophrenia (n = 43) and another with healthy individuals (n = 50). The Cognitive Insight Scale (BCIS), a neuropsychological battery and questionnaire concerning depression and anxiety, was applied to them. The results suggest an influence of anxiety and the deficits in cognitive flexibility on the development of the mechanisms of Self-Reflection in persons with schizophrenia, with a different pattern to that found in healthy individuals. The results are discussed with respect to the intervention programmes. El insight cognitivo es la capacidad de los pacientes con esquizofrenia de evaluar sus experiencias psicóticas y responder a la retroalimentación correctiva. Su relación con el funcionamiento neuropsicológico y la modulación que ejercen el estado de ánimo y la ansiedad están aún poco claras. Avanzar y profundizar en su conocimiento tendría un impacto importante sobre la comprensión de los mecanismos cognitivos y los programas de intervención. Se seleccionaron dos muestras, muestra clínica, con personas con esquizofrenia (n = 43), muestra personas sanas (n = 50), a las que se aplicó la Escala de insight cognitivo (EICB), una batería neuropsicológica y cuestionarios de depresión y ansiedad. Los resultados sugieren una influencia de la ansiedad y de los déficits de flexibilidad cognitiva en el desarrollo de los mecanismos de la Auto-Reflexión en personas con esquizofrenia, con un patrón diferente al encontrado en personas sanas. Se discuten los resultados con respecto a los programas de intervención.