Sentence examples for patterns of feedback from inspiring English sources

From the above findings, peer review helps ESL/EFL learners to exchange various patterns of feedback: exploratory, procedural and social.

Patterns of feedback that are exploratory functioned as advising, eliciting and questioning as well as responses to questions and clarifications of information and intended meaning (Stanley, 1992).

From the reviewed studies that identified the various functions of peer exploratory feedback in CAPR, some studies also reported the frequency occurrence of these patterns of feedback.

Clustering the different patterns of feedback exchanges in terms of the language functions and the nature and focus areas of such feedback patterns allowed us to make a synthesis of the various patterns of learners' feedback in the form of main categories.

Another reason for such clustering of the patterns of feedback into main categories is to obtain an understanding of whether the learners as reported in previous studies engage highly in the task of peer review, the procedure itself or social aspects and whether their feedback exchanges targets global issues or local issues of written texts in peer review of writing.

In other words, the analysis of feedback exchanges should include a clear description of the definitions of the various patterns of feedback exchanges found or identfied in learners' peer review of writing in these reviewed studies as well as illustrations of patterns with clear examples extracted from learners' interaction.

Our simulations allow us to suggest a specific network architecture in the spinal cord and a pattern of feedback connectivities (from Ia and Ib fibers and touch sensors) that provide stable locomotion and realistic patterns of muscle activation and kinematics of limb movements.

It should be noted, however, that for the kind of highly modular (i.e. fully interconnected) developmental regulatory networks analyzed here, complexity is not only defined in terms of the number of TRs, but mainly in terms of the density of regulatory interactions and the coupling pattern of feedback structures.

Taking together, these observations lead me to hypothesize that pervasive, and contrasting, epistatic interactions in actual developmental regulatory networks should be expected to arise, and that they may be naturally encoded in both their coupling pattern of feedback structures (regulatory architecture) and the complex emergent spatio-temporal expression trajectories.

This pattern of feedback was also provided in the Baseline Rew block.

Ashwell experimented on four mentioned patterns of teacher feedback and found that the recommended pattern of content feedback followed by form feedback is not superior to the reversed pattern or to a pattern of mixed form and content feedback.