Effects of Feedback and Improvement Support on Speech Performance

Interaction with Regulatory Focus and Perception of Evaluation Value

Abstract

This study examined the effects of providing feedback (FB) and supporting improvement on speech performance in terms of the interaction with the aptitude of regulatory focus and the perception of evaluation value. The speech performance effects were compared under three conditions. One condition provided FB-improvement-support, in which the students were asked to think about problems and improvement plans based on FB (n = 20). One provided only FB (n = 20), and one was an improvement-support condition in which the students were asked to think about problems and improvement plans only (n = 20). The results showed that participants with low improvement evaluation value (recognition that evaluation is meant to improve learning) had the highest linguistic performance in the FB-improvement-support condition. In contrast, participants with high promotion focus aptitude and improvement evaluation value had the highest performance in the FB condition. Those with low improvement evaluation value may pay more attention to FB and use it for improvement with support for facilitative use of FB. However, those with a high aptitude in promotion focus and improvement evaluation value would tend to make improvements only with the provision of FB.