The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing : A mixed-methods research

Journal article


Wang, Zehua and Han, Feifei. (2022). The effects of teacher feedback and automated feedback on cognitive and psychological aspects in foreign language writing : A mixed-methods research. Frontiers in Psychology. 13, p. Article 909802. https://doi.org/10.3389/fpsyg.2022.909802
AuthorsWang, Zehua and Han, Feifei
Abstract

Sex differences in symptoms and executive control across schizophrenia spectrum disorders (SSD) are consistently reported. Similarly, these findings of sex differences are also observed in schizotypy, that is, schizophrenia-like features occurring in healthy individuals in the absence of a clinical diagnosis. This study aimed to examine the relationships between performance on three major domains of executive control: performance monitoring, response inhibition, and cognitive set-shifting, and schizotypy factor scores in both SSD patients and healthy controls (HCs), and whether sex moderated any relationships observed. A total of 111 (67 males and 44 females) patients with SSD and 258 (129 males and 129 females) HCs were included in this study. Schizotypal personality traits (in both SSD and HC) was assessed using the Oxford-Liverpool Inventory of Feelings and Experiences (O-LIFE). Executive control performance was assessed using seven tasks. Stepwise linear regressions revealed that performance on cognitive set-shifting tasks was significantly associated with the introvertive anhedonia, cognitive disorganisation, and unusual experiences subscales of the O-LIFE. When sex was examined as a moderator, it was not a significant moderator of any of the relationships between cognitive set-shifting tasks and schizotypy factors. The results suggest that independent of sex, cognitive set-shifting ability is associated to an increased vulnerability to schizotypal personality traits, although performance monitoring and response inhibition did not.

Keywordsteacher feedback; automated feedback; foreign language writing; revision quality; writing proficiency development; perceived usefulness; perceived ease of use; perceptions of the feedback
Year2022
JournalFrontiers in Psychology
Journal citation13, p. Article 909802
PublisherFrontiers Research Foundation
ISSN1664-1078
Digital Object Identifier (DOI)https://doi.org/10.3389/fpsyg.2022.909802
PubMed ID35967647
Scopus EID2-s2.0-85135921727
PubMed Central IDPMC9366879
Open accessPublished as ‘gold’ (paid) open access
Page range1-12
FunderMinistry of Education of China
Shaanxi Xueqian Normal University
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online28 Jul 2022
Publication process dates
Accepted15 Jun 2022
Deposited30 Jun 2023
Grant ID202102591010
21JG007Y
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