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Wyświetlanie 1-15 z 478
Tytuł:
Feedback uzyskiwany drogą elektroniczną
Feedback obtained electronically
Autorzy:
Półtorak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1037845.pdf
Data publikacji:
2019-09-24
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
Opis:
The use of Information and Communication Technologies (ICT) in the foreign language learning-teaching process has made traditional methods of obtaining feedback more sophisticated as, nowadays, it is possible to get feedback electronically. The paper is concerned with methods of getting feedback by means of selected computer and Internet tools that support the foreign language learning-teaching process. A range of these tools are analyzed and discussed from the perspective of their usefulness for both the teacher and student.
Źródło:
Neofilolog; 2009, 33; 113-122
1429-2173
Pojawia się w:
Neofilolog
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Corrective feedback, learner uptake, and feedback perception in a Chinese as a foreign language classroo
Autorzy:
Fu, Tingfeng
Nassaji, Hossein
Powiązania:
https://bibliotekanauki.pl/articles/780830.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
corrective feedback
uptake
feedback perception
second language classroom
Opis:
The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta’s (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students’ and teacher’s perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.
Źródło:
Studies in Second Language Learning and Teaching; 2016, 6, 1; 159-181
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Feedback w pracy socjalnej
Feedback in Social Work
Autorzy:
Pikuła, Norbert G.
Powiązania:
https://bibliotekanauki.pl/articles/461686.pdf
Data publikacji:
2013
Wydawca:
Uniwersytet Pedagogiczny im. Komisji Edukacji Narodowej w Krakowie. Instytut Spraw Społecznych
Tematy:
social work
helping relationship
communication
feedback
client welfare
Opis:
Poland, like many European countries, is moving away from a welfare state thus it is essential to focus on the effective use of social work, which aims to encourage individuals and groups to change their life situation. Social assistance clients with the support of social workers are taking action to permanently become independent and overcome the crisis. The process of promoting and strengthening the correct attitudes to life in social work, in addition to relevant laws and regulations, is determined by the relationship that is formed between the social worker and the client. Undoubtedly, the basis for effective and proper relationship is assistance in the essential process of interpersonal communication which includes feedback as significant part of it.
Źródło:
Labor et Educatio; 2013, 1; 139-151
2353-4745
2544-0179
Pojawia się w:
Labor et Educatio
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Feedback: próba zmapowania zjawiska. Część pierwsza: Fragmenty teorii feedbacku
Feedback: an attempt to map the phenomenon
Autorzy:
Mańka, Mira
Powiązania:
https://bibliotekanauki.pl/articles/3201182.pdf
Data publikacji:
2023-04
Wydawca:
Instytut im. Jerzego Grotowskiego we Wrocławiu
Tematy:
feedback
feedback methods
violence studies
institutional criticism
non-hierarchical artistic strategies
Opis:
The article is an attempt to organise the knowledge about the theory and practice of feedback and to indicate it as a tool to support, organise and discipline the process of creative work and artistic education. The author embeds her reflections on feedback in two contexts. One is that of interdisciplinary knowledge in the field of psychology, sociology, education, and the theory and practice of business; the other is that of lived knowledge resulting from following the path of university and artistic education in Poland. Referring to her own work and the experiences of other creators, she constructs an open selection of her own reflections, recommendations and directions for the development of feedback, both in the perspectives of Polish theatre pedagogy and individual artistic practice.
Źródło:
Didaskalia. Gazeta Teatralna; 2023, 174; 6-43
2720-0043
Pojawia się w:
Didaskalia. Gazeta Teatralna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Feedback: próba zmapowania zjawiska. Część druga: praktyki feedbacku
Feedback: an attempt to map the phenomenon
Autorzy:
Mańka, Mira
Powiązania:
https://bibliotekanauki.pl/articles/11855277.pdf
Data publikacji:
2023-06
Wydawca:
Instytut im. Jerzego Grotowskiego we Wrocławiu
Tematy:
feedback
feedback methods
toolbox
artistic education
non-hierarchical artistic strategies
creative tools
Opis:
The second part of the article “Feedback: an attempt to map the phenomenon”. The first one, published in issue 174 of Didaskalia, is an attempt to systematize knowledge on the theory of feedback and to indicate it as a tool to support, organize and discipline the process of creative work and artistic education. In the second part published below, the author creates a feedback toolbox, discussing possible methods and structures of feedback developed by the business, artistic education and individual creative practices of people working both in Poland and in other European countries and in the United States of America. Mira Mańka puts her reflections on feedback in two contexts: interdisciplinary knowledge in the field of psychology, sociology, education, theory and practice of business, and lived knowledge resulting from going through the university and artistic path of education in Poland. Referring to her own work and the experiences of other creators, she constructs an author’s and open selection of reflections, recommendations and directions for the development of feedback, both in the perspectives of Polish theater pedagogy and individual artistic practice.
Źródło:
Didaskalia. Gazeta Teatralna; 2023, 175-176; 122-161
2720-0043
Pojawia się w:
Didaskalia. Gazeta Teatralna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK
Autorzy:
Plastina, Anna Franca
Powiązania:
https://bibliotekanauki.pl/articles/955730.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Technology-enhanced feedback
screencasting
TBLL
Self-generated feedback
ESP
Opis:
In Higher Education, feedback is still largely implemented as an external teacher-centred practice, which has been found to be irrelevant in improving students’ language learning. This paper advocates that internal, or self-generated feedback, has a potential role to play in learners’ formative processes under the condition that it is implemented as a task-based activity enhanced by suitable technological tools. In an experimental study, learners were engaged in the task of creating screencasts, or digital audio-visual recordings, of oral medical reports for authentic professional purposes. The study surveyed the kind of knowledge restructuring processes learners activated as a result of self-generated feedback enhanced by screencast technology. It also sought to understand learners’ perceptions of the experience. Results show that learners used different digital tools for knowledge restructuring leading to readjustment of their initial performances. Screencasts were thus effective in heightened learners’ awareness of the gap between their current weaknesses and their expected goals and in taking necessary action to narrow this gap. Learner perceptions further recorded a positive impact of self-generated feedback enhanced by screencasts, suggesting major motivation and interest in learning.
Źródło:
Teaching English with Technology; 2015, 15, 2; 106-118
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Le feedback correctif dans les productions écrites en FLE
Autorzy:
Rougier, Nicolas
Powiązania:
https://bibliotekanauki.pl/articles/915308.pdf
Data publikacji:
2014-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
errror feedback
error correction
corrective feedback in L2/FL writings
Opis:
The purpose of this paper is to identify the objectives pursued by teachers whencorrecting learners writings and show that the type of feedback used to this end is essentially the direct feedback, while other forms of feedback, presented here, are neglected. On the other hand, it seems that neither in practice nor in research corrective feedback specifically adapted to the correction of non-formal errors has been developed so far.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2014, 41, 1; 113-127
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ESP LEARNER SELF-GENERATED FEEDBACK AS A TECHNOLOGY-ENHANCED TASK
Autorzy:
Plastina, Anna Franca
Powiązania:
https://bibliotekanauki.pl/articles/955735.pdf
Data publikacji:
2015
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
Technology-enhanced feedback
screencasting
TBLL
Self-generated feedback
ESP
Opis:
In Higher Education, feedback is still largely implemented as an external teacher-centred practice, which has been found to be irrelevant in improving students’ language learning. This paper advocates that internal, or self-generated feedback, has a potential role to play in learners’ formative processes under the condition that it is implemented as a task-based activity enhanced by suitable technological tools. In an experimental study, learners were engaged in the task of creating screencasts, or digital audio-visual recordings, of oral medical reports for authentic professional purposes. The study surveyed the kind of knowledge restructuring processes learners activated as a result of self-generated feedback enhanced by screencast technology. It also sought to understand learners’ perceptions of the experience. Results show that learners used different digital tools for knowledge restructuring leading to readjustment of their initial performances. Screencasts were thus effective in heightened learners’ awareness of the gap between their current weaknesses and their expected goals and in taking necessary action to narrow this gap. Learner perceptions further recorded a positive impact of self-generated feedback enhanced by screencasts, suggesting major motivation and interest in learning.
Źródło:
Teaching English with Technology; 2015, 15, 2; 54-66
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Effects of Mobile-mediated Explicit and Implicit Feedback on EFL Learners’ Use of English Prepositions
Autorzy:
Babajani Azizi, Danial
Gharanjik, Nourollah
Dehqan, Mahmood
Powiązania:
https://bibliotekanauki.pl/articles/22446661.pdf
Data publikacji:
2022-07-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
mobile-mediated corrective feedback
explicit corrective feedback
implicit corrective feedback
prepositions
Opis:
Making mistakes is a natural part of learning process requiring correction; accordingly, corrective feedback is indispensable. On this ground, the present study compared the effects of mobile-mediated explicit and implicit corrective feedback on Iranian EFL learners’ use of English prepositions of manner and movement. To this end, the participants including 60 learners were randomly assigned to three groups of 20 individuals on WhatsApp application. These three groups included two experimental and one control groups. The treatment groups sat for a pre-test, received instruction on the errors under study, and practiced correcting them in response to the corrective feedback condition. Next, participants took immediate post-test and delayed post-test. The statistical analysis revealed that although the control group was more proficient than its experimental counterparts on the pre-test, their performance did not improve on immediate and delayed post-tests. However, both of the experimental groups significantly improved on immediate post-test and retained their gains on the delayed post-test. The pedagogical implication is provided for both teachers and learners.
Źródło:
Theory and Practice of Second Language Acquisition; 2022, 8, 2; 1-19
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Psychologiczne uwarunkowania sposobów reagowania na feedback w procesie coachingu
Psychological Aspects of Responding to Feedback in the Coaching Process
Autorzy:
Fornalczyk, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/2138047.pdf
Data publikacji:
2013-08-23
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
coaching
informacja zwrotna
feedback
Opis:
Artykuł porusza zagadnienie reagowania jednostek na informacje zwrotne udzielane w procesie coachingu. W części pierwszej autorka omawia style reagowania uczestników coachingu na przekazywany feedback oraz ich konsekwencje. Szczególnie zwraca uwagę na obronne, dominujące, zorientowane na manipulowanie czy usprawnianie zachowanie coachowanych. Druga część opracowania przybliża zagadnienia psychologicznych, w tym dyspozycyjnych wyznaczników skutecznego przyjmowania informacji zwrotnych przez uczestników coachingu. W podsumowaniu zwrócono uwagę na konieczność wykorzystywania przez coachów wiedzy o mechanizmach i dyspozycyjnych wyznacznikach funkcjonowania ludzi w sytuacji udzielania feedbacku skutkującego pozytywnym korygowaniem zachowań przez coachowanych.
The article discusses ways in which individuals respond to feedback received in the coaching process. In the first part, the author discusses different response styles to feedback and their consequences. She focuses especially on the defensive, dominating, manipulative, and improvement-oriented behaviors of the coached. In the second part, she addresses psychological determinants of effective feedback reception by the coaching participants, including their dispositional determinants. The author concludes emphasizing that for the coached to correct their behavior, the provision of feedback by coaches must be founded on the knowledge of the mechanisms and the dispositional determinants of human functioning.
Źródło:
Forum Oświatowe; 2013, 25, 2(49); 57-72
0867-0323
2450-3452
Pojawia się w:
Forum Oświatowe
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Innovating teacher feedback with writing activities aimed at raising secondary school students’ awareness of collocation errors
Autorzy:
Reynolds, Barry Lee
Teng, Mark Feng
Powiązania:
https://bibliotekanauki.pl/articles/1902581.pdf
Data publikacji:
2021-09-13
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
L2 feedback
word choice errors
L2 writing activities
written corrective feedback
feedback corpus
Opis:
The study examined the types of written corrective feedback given by second language writing teachers on Taiwanese secondary school students’ collocation errors. First, the written corrective feedback that teachers provided on learners’ word choice errors was examined to uncover the types of feedback provided. Then, analysis focused on verb–noun collocations to draw attention to how students had been receiving different types of written corrective feedback from teachers on a single collocation error type. Results showed that some sentences tagged as including word choice errors only contained rule-based errors. Furthermore, for verb-noun collocation errors, teachers chose to provide indirect and direct feedback almost equally at the expense of metalinguistic feedback. Based on the results, we suggested options for second language writing teachers when providing feedback on word choice errors.
Źródło:
Studies in Second Language Learning and Teaching; 2021, 11, 3; 423-444
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
ELECTRONIC FEEDBACK: IS IT BENEFICIAL FOR SECOND LANGUAGE WRITERS?
Autorzy:
Allah, Lilian Farag
Powiązania:
https://bibliotekanauki.pl/articles/955876.pdf
Data publikacji:
2008
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
feedback
writing
ESL
Opis:
Feedback is one of the essential elements in the writing classroom. With its two forms, teacher and peer, feedback can help students modify their essays to produce better later drafts. However, the practice of feedback in class does not go without some drawbacks on both the teacher and students’ side. This paper tries to demonstrate by reference to recent studies how the use of electronic feedback can aid in providing a better environment for feedback that can, consequently, result in better essays by the students. The paper presents some classroom practices regarding the use of electronic feedback.
Źródło:
Teaching English with Technology; 2008, 8, 3
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Feedback Loop
Autorzy:
Dobrowolski, Piotr
Powiązania:
https://bibliotekanauki.pl/articles/1955884.pdf
Data publikacji:
2021-12
Wydawca:
Instytut im. Jerzego Grotowskiego we Wrocławiu
Opis:
The Aleksander Fredro Theatre, Gniezno No One’s Gonna Believe Me Anyway (I tak nikt mi nie uwierzy) by Jolanta Janiczak directed by Wiktor Rubin; set design by Łukasz Surowiec and Wiktor Rubin; music by Krzysztof Kaliski premiered on June 19th, 2020
Źródło:
Didaskalia. Gazeta Teatralna; 2021, English Issue 2021; 198-204
2720-0043
Pojawia się w:
Didaskalia. Gazeta Teatralna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Focus and Effects of Peer and Machine Feedback on Chinese University EFL Learners’ Revisions of English Argumentative Essays
Ziele und Ergebnisse des kollegialen und automatisierten Feedbacks bei der Korrektur englischsprachiger Argumentationsaufsätze von EFL-Studierenden einer chinesischen Universität
Autorzy:
Liu, Meihua
Powiązania:
https://bibliotekanauki.pl/articles/1182351.pdf
Data publikacji:
2021-01-29
Wydawca:
Wydawnictwo Uniwersytetu Śląskiego
Tematy:
peer feedback
machine feedback
focus
effect
rewrite
argumentative essay
kollegiales feedback
automatisiertes feedback
argumentationsaufsatz
Opis:
The present mixed-method study examined the foci and effects of peer and machine feedback on the revisions of Chinese university EFL learners’ English argumentative essays. The data included Draft 1, peer feedback (PF), PF-based Draft 2, machine feedback (MF), MF-based feedback, questionnaires, and interview recordings. The main findings were: (a) peer feedback was primarily concerned with content errors, while machine feedback mainly involved non-content errors, (b) significant differences occurred in errors of most types between Draft 1, PF and PF-based Draft 2, and between Draft 1, MF, and MF-based Draft 2, (c) the intake of ‘introducing a new topic in Conclusion’ was a powerful predictor of PF-based Draft 2 scores, and (d) the participants generally moderately considered peer and machine feedback to be useful. Based on the findings, some implications are discussed on how to better implement and enhance the quality of peer and machine feedback.
In Anlehnung an eine empirische Untersuchung präsentiert der vorliegende Artikel die Ziele und Ergebnisse eines kollegialen und automatisierten Feedbacks (engl. peer feedback, machine feedback) bei der Korrektur des Inhalts eines englischsprachigen Argumentationsaufsatzes. An der Untersuchung nahmen 127 Studierende einer chinesischen Universität teil, für die Englisch eine Fremdsprache ist. Die gesammelten Daten entstammen verschiedenen Versionen des Aufsatzes (Arbeitsversion Nr. 1, kollegiales Feedback (PF), Arbeitsversion Nr. 2 – basiert auf kollegialem Feedback, automatisiertes Feedback (MF), Arbeitsversion Nr. 2 – basiert auf automatisiertem Feedback) sowie Fragebögen und aufgenommenen Interviews. Aus der Analyse erhobener Daten ergeben sich wesentliche Unterschiede in Bezug auf die erhaltenen Feedbacks, die im Text auf Grundlage verschiedener Versionen des Aufsatzes im Einzelnen erläutert werden. Es wird beispielsweise unter Beweis gestellt, dass das kollegiale Feedback in erster Linie auf inhaltliche Fehler konzentriert war, während sich das automatisierte Feedback meistens auf sprachliche Fehler bezog. In Anlehnung an die durchgeführte Analyse werden Implikationen betreffend kollegiales und automatisiertes Feedback präsentiert.
Źródło:
Theory and Practice of Second Language Acquisition; 2021, 7, 1; 75-98
2450-5455
2451-2125
Pojawia się w:
Theory and Practice of Second Language Acquisition
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Question du feedback en didactique des langues étrangères : quelques réflexions théoriques
The Issue of Feedback in the Context of Foreign Language Teaching: a Few Theoretical Reflections
Autorzy:
Półtorak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/919710.pdf
Data publikacji:
2011-01-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Feedback
Foreign language teaching/learning
Computer-assisted teaching/learning
Traditional and electronic types of corrective feedback
Opis:
The article aims to take the issue of feedback into the context of teaching/learning foreign languages. In the first place, the source concept of feedback will be presented. Then, the feedback phenomenon will be defined in the context of teaching foreign languages. It will allow to discuss its significance and specific roles that it may play for individual participants in the process of teaching/learning foreign languages. In conclusion, based on criteria important from the educational point of view, examples of classifications of feedback, which may be accompanied byboth real and virtual foreign language classroom, will be presented.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2011, 38, 1; 31-42
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 478

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