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
| Authors | Wang, 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. |
| Keywords | teacher feedback; automated feedback; foreign language writing; revision quality; writing proficiency development; perceived usefulness; perceived ease of use; perceptions of the feedback |
| Year | 2022 |
| Journal | Frontiers in Psychology |
| Journal citation | 13, p. Article 909802 |
| Publisher | Frontiers Research Foundation |
| ISSN | 1664-1078 |
| Digital Object Identifier (DOI) | https://doi.org/10.3389/fpsyg.2022.909802 |
| PubMed ID | 35967647 |
| Scopus EID | 2-s2.0-85135921727 |
| PubMed Central ID | PMC9366879 |
| Open access | Published as ‘gold’ (paid) open access |
| Page range | 1-12 |
| Funder | Ministry of Education of China |
| Shaanxi Xueqian Normal University | |
| Publisher's version | License File Access Level Open |
| Output status | Published |
| Publication dates | |
| Online | 28 Jul 2022 |
| Publication process dates | |
| Accepted | 15 Jun 2022 |
| Deposited | 30 Jun 2023 |
| Grant ID | 202102591010 |
| 21JG007Y |
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| OA_Wang_2022_The_Effects_of_Teacher_Feedback_and.pdf | |
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| File access level: Open | |
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