This study is a typological description of written formative feedback in an EFL context in Iran. Twenty M.A. students of TEFL participated in the study. They were required to summarize a scholarly article in each session on which the instructor would provide written corrective feedback (CF). Written formative comments were extracted, coded, and categorized into various types, such as asking for...

It is often wrongly assumed that the provision of teacher corrective feedback naturally entails learners' attendance to and application of it, but learners have repeatedly been reported not to pay attention to teacher feedback due to lack of motivation and the distracting effect of the grades they receive. The present study was an attempt to tackle this problem. To do so, the technique named Dr...

Introducing consumed items as users’ implicit feedback in matrix factorization (MF) method, SVD++ is one of the most effective collaborative filtering methods for personalized recommender systems. Though powerful, SVD++ has two limitations: (i). only user-side implicit feedback is utilized, whereas item-side implicit feedback, which can also enrich item representations, is not leveraged; (ii). ...

Abstract In order to deploy robots that could be adapted by non-expert users, interactive imitation learning (IIL) methods must flexible regarding the interaction preferences of teacher and avoid assumptions perfect teachers (oracles), while considering they make mistakes influenced diverse human factors. this work, we propose an IIL method improves human–robot for imperfect in two directions. ...

Three experiments investigated whether linguistic and/or attentional constraints might account for preschoolers' difficulties when learning color terms. Task structure and demands were equated across experiments, and both speed and degree of learning were compared. In Experiment 1, 3-year-olds who were matched on vocabulary score were taught new secondary color terms by corrective, semantic, or...

This study investigated specific patterns of a reactive approach to form-focused instruction: namely, corrective feedback and its relationship to error types and immediate learner repair. The database is drawn from transcripts of audio recordings made in four French immersion classrooms at the elementary level, totaling 18.3 hours and including 921 error sequences. The 921 learner errors were c...

Can implicit feedback substitute for explicit ratings in recommender systems? If so, we could avoid the difficulties associated with gathering explicit ratings from users. How, then, can we capture useful information unobtrusively, and how might we use that information to make recommendations? In this paper we identify three types of implicit feedback and suggest two strategies for using implic...