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Looking at the two sequences with the highest performance scores [100] and [001], one of which had external feedback on errors (approximately 20% errors), the other which had sounds delivered on approximately 20% of the correct responses randomly distributed, there was no significant difference in accuracy scores.
The tasks were presented with and without feedback on errors committed, as outlined above.
T-test was carried out to identify the effectiveness of each type of direct feedback on errors that had helped the more advanced students improve their writings.
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The application should be able to detect and give feedback on errors that are made by learners of DL2 at the A2 level of the Common European Framework (CEF).
FE: External feedback on errors revealed no significant effect compared to no external feedback on errors F 1, 164) = 0.69, p > 0.41, log Bayes Factor = −2.23.
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In total, two emails detailing specific errors and recommendations were sent out biweekly: (1) 'General Feedback on error trends and themes' sent to all fellows, nurse practitioners and physician assistants and (2) the 'individual feedback' sent to individual frontline clinicians prescribing the errors.
FE-FCC: There was a significant interaction between errors and corrects following corrects, where external feedback on error, together with FCC100, that is, the two conditions [102] [112], resulted in reduced performance compared to other FE and FCC combinations, F 2, 164) = 71.8, p < 0.0001.
Calculating the mutual information of our two fictive sequences (see next section for details of this calculation) gives the following result: Sequence 1 (20% errors, auditory feedback on all errors) gives MI = 0.722; Note that this is the same as H o) because there is no uncertainty in the outcome after feedback (i.e., H(o| f) is zero).
One of the biggest challenges in designing computer assisted language learning (CALL) applications that provide automatic feedback on pronunciation errors consists in reliably detecting the pronunciation errors at such a detailed level that the information provided can be useful to learners.
The error phase had two levels of feedback; either external feedback on all errors (FE100) or no external feedback (FE0).
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