• English Language & Literature Teaching
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• v.15 no.3
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• pp.83-104
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• 2009

This study examined whether self-correction or metalinguistic explanation might make a difference in the ability to accurately write two English grammatical structures when learners received indirect teacher feedback in the form of underlining target errors in a Korean EFL college classroom. With the goal of helping low-proficiency students improve their ability to accurately write sentences including nonfinite present participial relative clauses and present participial constructions, four groups were formed: a group which received indirect feedback, a group which received indirect feedback and metalinguistic explanation, a group which received indirect feedback and self-corrected errors, and a group which received indirect feedback and self-corrected errors after receiving metalinguistic explanation. The results showed that the effects of either metalinguistic explanation or self-correction integrated with indirect feedback on learners' ability to accurately write the target structures were not meaningful, while the combined effects of metalinguistic explanation and self-correction were statistically significant.

• Research in Mathematical Education
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• v.10 no.2 s.26
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• pp.115-124
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• 2006

In order to optimize a learning effect in mathematics, the results of the educational assessment must be effectively used by both teachers and students. The teacher using technology to provide students with performance feedback is becoming more prevalent in educational contexts worldwide but concern arises over the form of that feedback and the effects it has upon students' achievements. Also, feedback takes considerable time for teachers but their instructional time is limited. For these reasons, it is a significant matter how to select items effectively in order to give feedback to students after an assessment. In this study, we introduce the systematic selection method of feedback items using the regression analysis in order to provide effective feedback to students by teachers.

• Journal of Fashion Business
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• v.24 no.6
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• pp.135-147
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• 2020

This study explored students' online fashion studio class experiences, and investigated the factors affecting their class satisfaction. An online survey of college students who were enrolled in online studio classes within apparel and fashion-related departments during the spring of 2020 was conducted in June 2020. Responses from a total of 213 participants were included in the final data. Respondents rated lecture clips as the most useful, followed by teacher demonstration and feedback, PowerPoint (PPT) supplements, and Q&As. Frequently mentioned areas of improvement were online platform stability and video quality. Many respondents also stated that more streamlined teacher-student communication channels, immediate and meticulous teacher feedback, the adoption of course contents developed specifically for an online environment, and provisions for equipment usage would be desirable. Student satisfaction of an online fashion design studio class was significantly affected by teaching presence, social presence, online learning system stability, perceived usefulness of teacher's demonstration, and affective response toward COVID-19. Students satisfaction of an online garment construction studio class was significantly affected by teaching and social presence, online learning system stability, and perceived usefulness of teacher's demonstration. Based on these findings, we recommend developing teaching contents and methods that allow students to feel included in class and establish an online system with various functions to enhance the sense of social connection that can enable two-way communication.

• English Language & Literature Teaching
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• v.15 no.4
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• Journal of Korean Home Economics Education Association
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• v.12 no.3
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• pp.115-127
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• 2000

The purpose of this study is to develop lesson plans. teaching guide, and teaching materials applying practical reasoning teaching model in the area of ’human development and family relationship’in middle school home economics. The practical reasoning teaching model consists of five factors: Desired results, Awareness of context, Alternative approaches, Consequences of action, and Action. This study based on practical reasoning has following process: Curriculum development. Developing lesson pan, teaching material, an teaching guide, Experimental teaching and evaluation. Feedback, Production of CD-Rom. Teaching guide includes lesson plan, workbook multimedia materials and teaching resources. Especially teaching guide in CD-Rom can be used effectively in the actual teaching. In the classroom, this teaching model accomplished active and interesting participation of teachers and students. It is proposed that practical reasoning teaching model should be applied to other areas of home economics. In addition various teaching materials based on practical reasoning need to developed.

• English Language & Literature Teaching
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• v.11 no.1
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• pp.179-202
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• 2005

The purpose of this study is to examine whether the teacher feedback (TF) group and the peer feedback (PF) group exhibit significant differences in their English writing abilities and attitudes toward English writing. The subjects of this study are eighty-three college first-year students enrolled in a college English reading class. The subjects' first and final writing samples are used to measure the improvement of English writing abilities and a set of pretest and posttest questionnaires is administered in order to find their attitudes. The qualitative and quantitative analyses of the data collected show the following results. First, the two groups show no significant difference in their holistic scores. Neither do the two groups display any significantly different development in their analytic scores. Second, the two groups show no significant differences in attitude factors but writing confidence. These findings suggest that peer feedback can be used to encourage EFL college students to develop their writing abilities.

• Journal of The Korean Association For Science Education
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• v.16 no.1
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• pp.97-102
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• 1996

Attitude is considered one of the most important influences on behavior and is defined as an enduring positive or negative feeling about some person, object or issues. The teaching strategies for affective domain are needed to develop the positive attiudes about environments. One of them is to faciliate the involvement of emotional feedback. The purpose of this study was to verify the effects of emotional feedback. Cognitional feedback was carried to control group but cognitional and emotional feedback were carried concurrently to experimental group. By the results, post test scores of experimental group were significantly higher than those of control group about four goals of Environmental Education, respectively. Therefore this strategy is effective to achieve goals of affective domain. Also, emotional feedback is important factor to raise the achievement of cognitive domain, too.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.73-98
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• 2011

This study investigated the feasibility and effectiveness of incorporating oral corrective feedback into the content-based business English writing class. Two types of oral corrective feedback, recasts and metalinguistic feedback, were integrated into business English writing classes to help low intermediate-proficiency Korean university students improve the ability to use the simple past, present progressive, and present perfect tenses correctly in their written production. Prior to the treatments, the subjects had basic grammatical knowledge of the target verb tenses, but they had only limited control over them in their written production. Three groups were formed: recast group that received corrective recasting, metalinguistic group that received metalinguistic clues, and control group that received no oral corrective feedback. The study demonstrated that it was feasible to incorporate recasts and metalinguistic feedback into content-based business English writing classes and that metalinguistic feedback had greater and more endurable effects than recasts on promoting the correct use of the target verb tenses in written production. It can be concluded that oral corrective feedback, metalinguistic feedback in particular, can be used in the business English writing classroom to help students gain greater control over already partially acquired forms and therefore improve their writing accuracy.

• English Language & Literature Teaching
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• v.13 no.1
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• pp.111-131
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• 2007

This study explores teacher's corrective feedback types in an error treatment sequence in Korean EFL classroom setting. Corrective feedback moves are coded as explicit correction, recast, or initiations to self-repair. The frequency and distribution of each corrective feedback type are examined. But the special focus was given on feedback types eliciting learner's self-repair (clarification request, metalinguistic feedback, elicitation, and repetition of error) because initiations to self-repair are believed to facilitate language learning more than other strategies. The results of the study are as follows. First, there was an overwhelming tendency for teacher to use recasts whereas initiations to self-repair were not used as much as recast (52.4% vs. 29.5%). Second, the teacher tended to select feedback types in accordance with error types: namely, recasts after phonological, lexical, and translation errors and initiations to self-repair after grammatical errors though the differences were not significant. Finally, teacher's belief and students' expectation on corrective feedback were compared with actual corrective feedback representations respectively and some mismatches were found. Though both teacher and the students acknowledged the importance and necessity of self-repair, self-repair were not put into practice as such. Therefore, this study suggests more initiations to self-repair be used for effective language learning.

• International Journal of Computer Science & Network Security
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• v.22 no.5
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• pp.255-265
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• 2022

Educational programs for students with intellectual disabilities have undergone drastic changes in pursuit of the general curriculum. Accordingly, teachers in various fields, including mathematics, strive to find effective methods that enhance learning. The objective of this systematic review is to examine the field of teaching mathematics to students with intellectual disabilities to investigate relevant effective teaching strategies and required teaching skills. To achieve this goal, studies published during the period 2018-2021 were reviewed. Findings indicate the inclusion of nine studies that met the inclusion criteria out of 55 studies. The included studies found that the system of least prompts (SLP) in conjunction with feedback and error correction, and schema-based instruction are generally the most effective strategies in teaching mathematical skills to students with intellectual disabilities. Addition is the most targeted skill, followed by subtraction and algebra problem solving. The least targeted skills are multiplication, recognition of geometric shapes, calculating price after discount, rapid recognition of numbers, and rapid problem solving. The paper provides recommendations and suggests venues of future research.