Browsing by Author "Paris, Britney"

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    Fearful to 'Fear Less': Experiencing Feedback for Teaching Development
    (2019-04-30) Nelson, Nancy; Jeffs, Cheryl; Grant, Kimberley A.; Nowell, Lorelli; Paris, Britney; Viceer, Nazia
    Feedback about teaching in academia is a normative and expected experience, yet not everyone is ‘feedback literate’. This interactive digital poster will provide conference delegates the opportunity to experience the elements of giving and receiving effective feedback. Research project funding from the University of Calgary Campus Mental Health Strategy.
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    The Influence of Language Proficiency on Student Response to Direct and Indirect Written Corrective Feedback
    (2017) Paris, Britney; Roy, Sylvie; Lock, Jennifer; Bhowmik, Subrata
    Written Corrective Feedback (WCF) is a common formative feedback strategy in the language classroom, yet it is unclear whether it is effective and in which contexts. This study aims to determine the influence of learner proficiency in the effectiveness of two different types of WCF and whether learner proficiency influences how learners respond to two different types of WCF. Using an embedded, mixed methods design, seven participants wrote three writing samples and receiving two different types of feedback. Following the writing samples, the participants were asked to think aloud as they reviewed the feedback for the first time, followed at the end by retrospective, semi-structured interviews. The findings suggest that learner proficiency did not influence the effectiveness of the two different types of WCF, however they did reveal that learners at both the beginner and advanced levels lack effective strategies for responding to feedback.