The feedback triangle and the enhancement of dialogic feedback processes

“Input from peers can strengthen the social-relational aspects of feedback and reduce the power-differentials and negative emotional reactions which can arise from teacher feedback (Yang and Carless 2013).”

“Theoretical contributions to this literature proposed that the imbalance of power between senders and receivers might force learners to adopt passive roles in the feedback process (e.g., Jonsson, 2013; Yang & Carless, 2013).”

“They posit students as active agents, inducted into their role in creating and using feedback to help them improve their understanding of quality and to self-regulate their own work accordingly (Sadler 1989; Boud and Molloy 2013; Carless and Yang 2013).”

“Partnerships in feedback require reduction in power-differentials with teachers relinquishing some power, and students taking increased responsibilities (Yang and Carless 2013).”

“These chatbots could facilitate dialogic feedback, which is associated with improved learner productivity and engagement 45 .”

“…definition of feedback away from the mere provision of information towards a dialogic framework (Hounsell, 2007; Nicol, 2010; Sadler, 2010; Yang & Carless, 2013) and Boud and Molloy (2013b) finally redefined it as a process in which learners obtain information that helps them appreciate the…”

“This becomes problematic given further evidence that where students have to wait a long time for feedback information on their work, their engagement with that information is limited (Nicol & Macfarlane-Dick, 2006; Yang & Carless, 2013).”

“Carless and Boud (2018): A Proposal for Students’ Feedback Literacy Carless’ work was voted in favor of inclusion by three experts but it was difficult to decide on a specific model, because he had proposed four (Carless et al., 2011; Yang and Carless, 2013; Carless, 2018; Carless and Boud, 2018).”

“…2015; Crimmins et al. 2016), but students’ preferences differ (Hepplestone and Chikawa 2014), with some students favouring written comments only (Yang and Carless 2013) and others appreciating a combination of written comments alongside one-to-one meetings with their lecturers (Blair and…”

“Underpinning the study are emphases on the potential of feedback dialogues as a means of negotiating meaning and potentially empowering learners (Ajjawi & Boud, 2017; Yang & Carless, 2013).”

“Yang and Carless (2013) argued that the social affective dimension – for establishing and maintaining social relationships – is foundational to the content of the feedback not being derailed.”

“Such a focus on grades and grading privileges assessment’s summative purposes, rather than the potential learning benefits of self and peer assessment which are ultimately more useful to students (Nicol 2010; Yang and Carless 2013; Ajjawi and Boud 2017).”

“An appropriate balance between support and critique can be difficult to achieve in view of the different preferences and reactions of individual learners (Yang and Carless 2013; Ryan and Henderson 2018).”

“…engagement (Boud and Molloy 2013; Price, Handley, and Millar 2011) to increase utilisation of feedback; and the other re-engineers a more dialogic orientation (Beaumont, O’Doherty, and Shannon 2011; Nicol 2010; Yang and Carless 2013) to reduce the limitations of unidirectional written feedback.”

“…(2007) found four levels of feedback for school children’s learning in general; with doctoral writing, there are three main levels of feedback (Yang & Carless, 2013): cognitive dimension which focuses on the content, socio-affective dimension which focuses on the interpersonal negotiations…”

“A barrier to student agency is the power imbalances between teachers and students that can impede effective feedback exchanges (Small & Attree, 2016; Yang & Carless, 2013).”

“Yang and Carless (2013) suggest that the limitations of one-way transmissive feedback, described by Sadler (2010) as ‘telling’, can be circumvented by adopting a dialogic approach.”

“One framework in this regard is the feedback triangle, proposed by Yang and Carless (2013), which suggests three dimensions for effective feedback implementation: cognitive, social-affective and structural dimensions.”

“…the digitalisation of feedback provides for traceability and accessibility – the fourth principle of embedding feedback literacy in the curriculum. such technology-enabled feedback is a promising direction that offers prospects for flexible assessment and feedback provision (Yang and Carless 2013).”

“The timing of feedback delivery is equally pivotal, necessitating a balance that considers the instructional cycle’s dynamics (Boud and Molloy 2013; Hattie and Timperley 2007; Yang and Carless 2013).”

“Yang and Carless (2013) identify cognitive, structural and social-affective dimensions which overarch some major factors.”

“…for the ineffectiveness of both personpraise and blunderbuss praise, teachers need to confront the issues inherent in dialogic feedback (Yang and Carless 2012; Hattie and Gan 2011) such that they are sensitive to the interpersonal negotiation of feedback and to positioning learners as…”

“Part of this approach may include dialogic feedback (Adcroft, 2011; Carless, 2015; Carless, Salter, Yang, & Lam, 2011; O’Donovan et al., 2015; Yang & Carless, 2013), which can involve a shared construction of assessment (Author 1 et al., 2017) and feedback (Boud & Molloy, 2013).”

“For example, Yang and Carless (2013) proposed the feedback triangle that concerns the interplay among three dimensions for (teacher-centred) dialogic feedback to promote student learning: cognitive (i.e., feedback content), social-affective (i.e., the role of social relationships and emotions), and…”

“However, repairs could have been made out of various causes, for example, by the author themselves (self-repair) out of self-regulation (Yang and Carless 2013), or from seeing models of good and bad strategies while giving peer feedback.”

“…and discussion (Orsmond et al, 2005) and that their preferred method of receiving feedback is to receive it individually by their tutors, enabling a dialogue about that feedback to take place that can facilitate negotiation of meaning and clarify confusions promptly (Yang and Carless, 2013).”

“Although slightly different in their assumptions and external feedback components compared to Narciss, Hattie and Timperley (2007), Shute (2008) and Yang and Carless (2013) also advocate a multidimensional view on feedback.”

“In conclusion, engagement in feedback dialogue processes seems to be promising to enhance student learning (Carless, Salter, Yang, & Lam, 2011), but also brings challenges (Yang & Carless, 2013; Zhu & Carless, 2018).”

“His heightened awareness of student needs in feedback processes is important for promoting dialogic feedback and student learning (Yang and Carless, 2013).”

“Given such deep-seated disciplinary differences, students from different disciplines “may have varying needs and preferences for feedback” (Yang and Carless 2013, 291) and may understand the feedback received in different ways (Hyland 2013).”

“However, authors like Yang and Carless (2013) highlight technologies as facilitators of this persona-lisation.”

“…student-centered and sustainable approach to giving written feedback as ‘ dialogic feedback ’ , which is subject to the influence of relational and emotional factors including trust (Nicol 2010; Boud and Molloy 2013; Yang and Carless 2013; Carless 2016; Carless and Chan 2017; Espasa et al. 2018).”

“The social-emotional dimension in feedback processes is also recognised in this view, including the role of trust because it affects students’ sense making of feedback and, consequently, can support students’ uptake and use of feedback (Yang and Carless 2013; Carless 2015).”

“The new paradigm is, on the contrary, more interactive and it is based on a dialogic process (Hounsell 2007; Nicol 2010; Carless et al. 2011; Yang and Carless 2013).”

“Many other researchers contend too that, instead of one-way teacher monologues, feedback should be provided, responded to, adjusted and reflected to form a cycle of teacher–learner dialogues (Beaumont, O’Doherty, and Shannon 2011; Bloxham and Campbell 2010; Yang and Carless 2013).”

“…means that dialogue is thus experienced as a relational process where interactions aim to promote learner agency and self-regulation in trusting and respectful environments, requiring teachers to suspend their role of authority and power (Gravett and Petersen 2002; Yang and Carless 2013).”

“…up any perceived ambiguities with the creator of the feedback comments, and provide them with an opportunity to discuss (and potentially correct) any implicit understandings surrounding the purpose of feedback and their role within the process (Bloxham and Campbell 2010; Yang and Carless 2013).”

“…foprescu@usc.edu.au © 2014 Taylor & Francis Assessment & Evaluation in Higher Education, 2016 Vol. 41, No. 1, 141–153, http://dx.doi.org/10.1080/02602938.2014.986644 divides students and teachers has left students and teachers alike dissatisfied (Bailey and Garner 2010; Yang and Carless 2012).”

“This cognitivist, corrective view of feedback as an end product from the teacher to the learner views feedback as a unidirectional transmission of knowledge, which frequently arises from the dominant structural constraint of written comments on end of course assignments (Yang and Carless, 2013).”

“Feedback and feed-forward have positive influences on learning (Boud & Molloy, 2012; Gibbs & Simpson, 2004; Sutton, 2012), especially when they are implemented as a dialogical process (Nicol, 2010; Yang & Carless, 2013).”

“But this skill of critical reflection is not instinctual for teachers; it requires intentional cultivation (Ahmet, 2019; Bognar & Krumes, 2017; Pow & Lai, 2021; Straková & Cimermanová, 2018; Yang & Carless, 2013).”

“To harvest the positive effect of feedback, recognition of the active roles played by learners during the feedback processes is needed (Carless et al. 2011; Yang and Carless 2013; To and Carless 2016; Winstone et al. 2017b).”

“This relational process can be seen in Table 3 where teachers and peers collaborate in dialogic feedback interactions (Yang & Carless, 2013).”

“Building in flexibility regarding how, when and what feedback is provided can facilitate student uptake (Yang & Carless, 2013).”

“Yang and Carless (2013) emphasize that the nature of course tasks should match feedback practices: Integrated multi-stage assignments generally facilitate timely comments and student uptake of feedback.”

“As dialogic feedback is process-oriented, it is suggested that the interplay of cognitive, social and affective scaffolding is important to first-year undergraduate students (Yang and Carless 2013; Xu and Carless 2017).”

“…continuous dialogue (Higgins, Hartley, and Skelton 2001) and making learners aware of the potential consequences of their comments and commentaries (Yorke 2003) are important ways to improve the effectiveness of feedback; therefore, the regulation scripts served as a checklist for effective…”

“Feedback should facilitate a dialogue rather than merely transmitting information from teacher to student, to build two-way trust and improve motivation to engage with feedback (Yang & Carless, 2013).”

“Moreover, few studies have investigated how teachers’ approaches to feedback are influenced by the specific disciplinary context, which influences the professional and educational practices and discourses with which teachers are familiar (Esterhazy 2018b; Trowler 2012; Yang and Carless 2013).”

“…student attributes and the need for relationships and dialogue that build on the work of Ajjawi et al. (2017), Steen-Utheim andWittek (2017) and Yang and Carless (2013), we propose that the 5 (revised) indicators of academic buoyancy should be underpinned by a course ethos that values and…”

“Given the advantages of peer feedback above and the potential of utilizing peer feedback for English writing instructions, previous studies have incorporated peer feedback activities into the process-oriented approach for improving students’ writing performance (e.g., [20, 40, 42, 45]).”

“These socio-emotional factors play a crucial role in affecting students’ perception and uptake of written feedback, because feedback is essentially a social practice (Yang and Carless 2013).”

“Opportunities for dialog and making evaluative judgments represent examples of literacy feedback that can strengthen the social-relationship aspect of peer interaction and reduce the power differentials and negative emotional reactions that can arise in a more directed teacher-student feedback process [2,54].”

“Unfortunately, studies have found that in many cases, classroom teachers are not fully attentive to providing feedback to facilitate students’ learning (Van den Bergh, Ros, and Beijaard 2014) or in worst cases induce negative results by de-motivating students’ learning (Yang and Carless 2013).”

“Despite being timeconsuming, dialogic feedback can facilitate negotiation, clarify confusions and create discussion (Yang & Carless, 2013).”

“Delayed feedback without a dialogic nature [8] is unlikely to engage students in writing and revision.”

“To increase the utilization of feedback, there has been a growing trend to frame feedback as a dialogic exchange between teachers and students rather than focusing on unidirectional teacher comments [9,20,21].”