It distinguishes between two types of verbal aids: regulatory, which guide the learners' decision making process during learning, and explanatory, which help learners to revise their understanding of the to-be-learned contents.
More than 70% of the teachers responded that they did not ask the learners to revise their writing based on the WCF given either by teacher or peer.
Moreover, the data indicated that the teachers mostly gave unfocused direct WCF, they did not use any software or technology in writing instruction, and most of them did not ask the learners to revise the texts which received WCF.
Moreover, the data obtained from the questionnaire indicated that the teachers mostly gave unfocused direct written corrective feedback; they did not use technology in writing instruction; and most of them did not ask the learners to revise the texts which received feedback.
The development and application of the CVSERVAPS-12 was only possible due to the collective commitment of the professorial team, tutors, academic and general coordination, and their willingness to be perpetual learners, by revising, discussing, listening and making the required changes and corrections together during every step of its development.
Second, LAA played a larger role for those learners who had revised their original writing following the feedback.
The key aspect of the self-explanation effect is that learners attempt to revise their understanding and make sense of the material, even if they are unsuccessful in articulating a correct explanation [ 35, 74].
Further, how might end-of-semester course evaluations be revised to be more learner centered?
This positive pedagogic effect did align with what we had observed in our earlier pilot study on the revised game with non-gamer learners (Jong, Shang & Tam, 2016).
Second, TAs in RPD1 were developing revised course materials for a learner-centered lab experience a task that was new for nearly every TA teaching that semester.
