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The feedback triangle and the enhancement of dialogic feedback processes
Abstract
This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.
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“These chatbots could facilitate dialogic feedback, which is associated with improved learner productivity and engagement [45].”
From Promises and challenges of generative artificial intelligence for human learning (2024) · cites this paper as [45]
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Items 101–200 of 413
Feedback engagement as a multidimensional construct: a validation study
Gan, Z., Wei, W., & Yu, G. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2381227 · Cited by 24
“…thus includes a wide range of activities, such as (1) studying received feedback and taking actions on the work such as making a revision (Yang and Carless 2013; To 2022), (2) the practice of self-observations, self-evaluations or self-reflections (Van der Kleij, Adie, and Cumming 2017;…”
Using conversation analysis to explore feedback on resident performance
Duitsman, M. E., van Braak, M., Stommel, W., ten Kate-Booij, M., Graaf, J. D., Fluit, C. R. M. G., & Jaarsma, D. A. D. C. (2019) · Advances in Health Sciences Education · doi:10.1007/s10459-019-09887-4 · Cited by 22
“Passively received feedback does not lead to performance improvement, because receivers need the opportunity to analyze the feedback, ask questions about it and connect it with prior understandings to change their behavior and performance (Nicol 2010; Yang and Carless 2013).”
Zhang, M., He, Q., Du, J., Liu, F., & Huang, B. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.973478 · Cited by 21
“Taking the social-affective view on feedback (Yang and Carless, 2013), we would primarily target the social-affective aspects of PF process concerning L2 learners’ social roles and peer interactions.”
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Learner-centred Analytics of Feedback Content in Higher Education
Lin, J., Dai, W., Lim, L.-A., Tsai, Y., Mello, R. F., Khosravi, H., Gašević, D., & Chen, G. (2023) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3576050.3576064 · Cited by 20
“, Mark 2 model [2], Dialogic Triangle model [42], Feedback Literacy Framework [6], and the Typology of Feedback Impact [17]) where students could make sense of the information on their work, and use feedback to further improve the quality of their future work”
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Analytics of learner-centered feedback: A large-scale case study in higher education
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Exploring intercultural dialogic interactions between individuals with diverse feedback literacies
Rovagnati, V., & Pitt, E. (2021) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2021.2006601 · Cited by 19
“The literature suggests that all students need to be involved in dialogues with feedback providers and peers for sense-making to become a constructive and shared practice (Yang and Carless 2013, Pitt 2019).”
BackgroundE-Feedback as a Scaffolding Teaching Strategy in the Online Language Classroom
Alharbi, W. M. H. (2017) · Journal of Educational Technology Systems · doi:10.1177/0047239517697966 · Cited by 19
“Future research on this study will involve exploring technology used to produce interactive dialogic feedback (Carless, 2013; Yang & Carless, 2013).”
MethodPreparing for dissertation writing: doctoral education students’ perceptions
Ciampa, K., & Wolfe, Z. M. (2019) · Studies in Graduate and Postdoctoral Education · doi:10.1108/sgpe-03-2019-0039 · Cited by 19
Feedback in a Digital Badge Learning Experience: Considering the Instructor’s Perspective
Besser, E. D., & Newby, T. J. (2020) · TechTrends · doi:10.1007/s11528-020-00485-5 · Cited by 20
Pourdana, N., & Asghari, S. (2021) · Language Testing in Asia · doi:10.1186/s40468-021-00122-9 · Cited by 26
“This unbalanced and fluctuating nature of PA comments was also noticed by Yang and Carless (2013).”
BackgroundPhD Students’ Perceptions of Research Seminars in Doctoral Education: A Case Study
Addae, D., & Kwapong, O. A. T. F. (2023) · Cogent Education · doi:10.1080/2331186x.2023.2183701 · Cited by 19
“Centring and engaging the student in the feedback process comprises a dialogic encounter that, according to Nicol (2010) and Yang and Carless (2013), ensures that the receiver has the opportunity to analyze the feedback, ask questions about it and connect it with prior understandings to change…”
BackgroundScaffolding Feedback Literacy: Designing a Feedback Analytics Tool with Students
Jin, F. J.-Y., Maheshi, B., Martínez‐Maldonado, R., Gašević, D., & Tsai, Y. (2024) · Journal of Learning Analytics · doi:10.18608/jla.2024.8339 · Cited by 18
“…to manage emotions , since the emotional facet of feedback can directly influence the acceptance of feedback, behaviours related to eliciting feedback, motivation to learn, and the effectiveness of feedback (Carless & Boud, 2018; Price et al., 2010; Robinson et al., 2013; Yang & Carless, 2013).”
Towards Technology Enhanced Dialogic Feedback
Pitt, E., & Winstone, N. E. (2020) · The enabling power of assessment · doi:10.1007/978-3-030-41956-1_7 · Cited by 13
Bastola, M. N., & Hu, G. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2020.100962 · Cited by 19
Högemann, J., da Cunha, J. S., Núñez, J. C., Vallejo, G., Rodríguez, C., & Rosário, P. J. S. L. F. (2021) · Reading and Writing · doi:10.1007/s11145-021-10159-0 · Cited by 18
Exploring student perceptions of verbal feedback
Kerr, K. (2017) · Research Papers in Education · doi:10.1080/02671522.2017.1319589 · Cited by 22
“Students identified ‘signal points’ which turned conversation into verbal feedback supporting Yang and Carless (2013) notion of cue – awareness, where cues are significant pieces of information relating to how to progress.”
BackgroundInfluentialLifelong Learning and Higher Education
Bjursell, C. (2024) · doi:10.37852/oblu.254.c595 · Cited by 18
Observational feedback literacy: designing post observation feedback for learning
Heron, M., Donaghue, H., & Balloo, K. (2023) · Teaching in Higher Education · doi:10.1080/13562517.2023.2191786 · Cited by 17
“In dialogic feedback (Yang and Carless 2013) the observee also has responsibilities to articulate their own expectations of the post observation feedback and be cognizant of relevant processes and procedures, such as paperwork and observation forms.”
Feedback in higher education: aligning academic intent and student sensemaking
Ryan, T., Henderson, M., Ryan, K., & Kennedy, G. E. (2022) · Teaching in Higher Education · doi:10.1080/13562517.2022.2029394 · Cited by 17
“This may re fl ect what Yang and Carless (2013) refer to as cue-consciousness , which is ‘ the ability to identify signals in tutors ’ discourse about what … can be done to obtain optimal results ’ (287).”
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Supporting postgraduates in research proposals through peer feedback in a Malaysian university
Al Qunayeer, H. S. (2020) · Journal of Further and Higher Education · doi:10.1080/0309877x.2019.1627299 · Cited by 16
Ras, T., Jenkins, L. S., Lazarus, C., van Rensburg, J. J., Cooke, R., Senkubuge, F., Dlova, A. N., Singaram, V. S., Daitz, E., Buch, E., et al. (2023) · BMC Medical Education · doi:10.1186/s12909-023-04840-x · Cited by 21
“Its implementation is deeply influenced by the context in which it is practised, being grounded in the social realities of the workplace [19, 20].”
BackgroundMethodSun, X., & Trent, J. (2020) · Innovations in Education and Teaching International · doi:10.1080/14703297.2020.1861965 · Cited by 16
“It is worth mentioning that the constructive way she construed supervisor criticism from affective and cognitive dimensions (Yang & Carless, 2013) was catalysed by the ongoing dialogic feedback interactions where relationship development has been attended to at the very outset.”
BackgroundEnhancing the development and understanding of assessment literacy in higher education
Zhu, X., & Evans, C. (2022) · European Journal of Higher Education · doi:10.1080/21568235.2022.2118149 · Cited by 16
“Cue consciousness – accurate and discerning use of cues to support learning (Yang and Carless 2013).”
BackgroundZhang, Y., & Liu, Y. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2571846 · Cited by 21
“…main barriers to feedback practices and structures feedback into three interconnected dimensions: the cognitive, focusing on feedback content; the social-affective, emphasising interpersonal negotiation; and the structural, addressing the organisation of feedback delivery (Yang and Carless 2013).”
InfluentialAben, J. E. J., Dingyloudi, F., Timmermans, A. C., & Strijbos, J.-W. (2019) · Springer eBooks · doi:10.1007/978-3-030-25112-3_7 · Cited by 15
“In the case of peer-feedback, as arranged in classroom settings, it is important that teachers are aware of these relationships given their central role in the organization and management of feedback exchange (Yang & Carless, 2013).”
BackgroundJackson, D. W., Power, T., & Usher, K. J. (2021) · Nurse Education in Practice · doi:10.1016/j.nepr.2021.103125 · Cited by 15
Improving Student Feedback Literacy in e-Assessments: A Framework for the Higher Education Context
Wongvorachan, T., Bulut, O., Tsai, Y., & Lindner, M. A. (2022) · Trends in Higher Education · doi:10.3390/higheredu1010002 · Cited by 20
Wu, P., & Lei, C. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100759 · Cited by 17
Feedback literacy in writing research and teaching: Advancing L2 WCF research agendas
Boggs, J. A., & Manchón, R. M. (2023) · Assessing Writing · doi:10.1016/j.asw.2023.100786 · Cited by 14
Ma, Z., Kong, L. X., Tu, Y., Hwang, G., & Lyu, Z.-Y. (2024) · Interactive Learning Environments · doi:10.1080/10494820.2024.2344051 · Cited by 14
“…value of dialogic peer feedback, including enhancing student understanding (Black & McCormick, 2010; Carless et al., 2011), facilitating student engagement in the feedback process (Hill & West, 2019; Ng & Yu, 2023), and supporting students to utilize feedback (Yang & Carless, 2013) e ff ectively.”
Designing relational feedback: a rapid review and qualitative synthesis
Dai, W., Tsai, Y.-S., Gašević, D., & Chen, G.-L. (2024) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2024.2361166 · Cited by 13
“Therefore, maintaining an appropriate balance between support and critique in feedback is important to moderate the effect of negative comments (Yang and Carless 2013).”
InfluentialDialogism in feedback literacies: a critical review
Myers, T., & Buchanan, J. (2025) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2025.2478159 · Cited by 16
Teacher’s Presence in Synchronous Mobile Chats in a Chinese University
Wu, J. G. (2017) · The Journal of AsiaTEFL · doi:10.18823/asiatefl.2017.14.4.13.778 · Cited by 14
Cooperative Approaches and Academic Motivation towards Enhancing Pre-Service Teachers’ Achievement
Ortíz, D. C., Pérez, M. E. G., Serra, T., & Colomer, J. (2021) · Education Sciences · doi:10.3390/educsci11110705 · Cited by 28
Rotsaert, T., Panadero, E., & Schellens, T. (2018) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2018.07.001 · Cited by 14
Interpersonal aspect of written feedback: a community college students’ perspective
Chong, S. W. (2018) · Research in Post-Compulsory Education · doi:10.1080/13596748.2018.1526906 · Cited by 14
“…and researchers propose the examination of the relational factors at work that influence how students interpret and utilize WF (Chong 2018a; Beaumont, O’Doherty, & Shannon, 2011; Boud and Molloy 2013; Carless 2006, 2016; Hyland 2013; Mulliner and Tucker 2015; Nicol 2010; Yang and Carless 2013).”
BackgroundMarei, A., Yoon, S. A., Yoo, J.-U., Richman, T., Noushad, N. F., Miller, K. M., & Shim, J. (2021) · Systems · doi:10.3390/systems9010010 · Cited by 17
“The coding scheme guiding the categorization process drew from the theoretical frameworks of Yang and Carless [42] and Sterman and colleagues [30].”
BackgroundMethodInfluentialCan student-generated test materials support learning?
Lam, R. (2014) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2014.02.003 · Cited by 13
Dialogic feedback at scale: Recommendations for learning analytics design
Maheshi, B., Dai, W., Martínez‐Maldonado, R., & Tsai, Y. (2024) · Journal of Computer Assisted Learning · doi:10.1111/jcal.13034 · Cited by 13
University teachers’ reflections on the reasons behind their changing feedback practice
Wei, W., & Yanmei, X. (2017) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2017.1414146 · Cited by 13
“A large volume of studies has put feedback at the centre of debates on assessment for learning (AfL), assessment as learning and learning oriented assessment practices (Carless 2007; Yang and Carless 2013).”
BackgroundMethodEvaluating alignment of student and tutor perspectives on feedback on language learning assignments
Fernández-Toro, M., & Furnborough, C. (2018) · Distance Education · doi:10.1080/01587919.2018.1520043 · Cited by 13
Fletcher, A. K. (2018) · Assessment Matters · doi:10.18296/am.0032 · Cited by 16
“Similarly, others emphasise that feedback processes need to shift from a unilateral act initiated by teachers to a co-constructed sequence of dialogues between students and teachers (Boud & Molloy, 2013; Yang & Carless, 2013), thus echoing the notion of triadic reciprocality.”
BackgroundLin, X. Y. (2025) · The Australian Educational Researcher · doi:10.1007/s13384-025-00856-y · Cited by 13
“…make sense of information from varied sources and use it to enhance the quality of their work or learning strategies’ (p. 192), while others highlight that dialogic feedback can foster interpretation, negotiation of meaning, and clarification of expectations (Car-less, 2013; Yang & Carless, 2013).”
Towards faster feedback in higher education through digitally mediated dialogic loops
Willis, J., Gibson, A., Kelly, N., Spina, N., Azordegan, J. M., & Crosswell, L. (2020) · Australasian Journal of Educational Technology · doi:10.14742/ajet.5977 · Cited by 13
“Automation may also address the conceptual challenge raised by Yang and Carless (2013) to find ways that technology can “make feedback provision possible beyond the temporal-spatial confinements of the classroom…and create opportunities for collective learning and individual reflection” (p. 292).”
BackgroundHenderson, B., Aitken, R., Lewis, L. K., & Chipchase, L. S. (2021) · Nurse Education Today · doi:10.1016/j.nedt.2021.104881 · Cited by 12
Treschman, P., Stylianou, M., & Brooks, C. (2024) · European Physical Education Review · doi:10.1177/1356336x241230829 · Cited by 19
“Feedback is an interactive and social process and the related elements of this social interaction in fl uence how feedback is interpreted (Yang and Carless, 2013).”
Moreno, G. A., & Pujols, M. D. C. (2021) · redit - Revista Electrónica de Didáctica de la Traducción y la Interpretación · doi:10.24310/redit.2020.v1i14.13726 · Cited by 12
MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE
Yusuf, F. N., Widiati, U., & Sulistyo, T. (2017) · Indonesian Journal of Applied Linguistics · doi:10.17509/ijal.v7i2.8126 · Cited by 12
“Yang and Carless (2013) propose three dimensions of feedback: cognitive, social-affective, and structural dimensions.”
BackgroundInfluentialMeyer-Beining, J., Vigmo, S., & Mäkitalo, Å. (2018) · Learning Culture and Social Interaction · doi:10.1016/j.lcsi.2018.05.004 · Cited by 12
Ossenberg, C., Mitchell, M. L., Burmeister, E. A., & Henderson, A. (2022) · Nurse Education Today · doi:10.1016/j.nedt.2022.105683 · Cited by 13
Formative feedback in a multicultural classroom: a review
Gálvez‐López, E. (2023) · Teaching in Higher Education · doi:10.1080/13562517.2023.2186169 · Cited by 17
“Additionally, this high PDI may impede the discussion of feedback between teacher and student, nullifying its dialogic component and decreasing its effectiveness (Yang and Carless 2013); or even negating the process altogether if the teacher does not initiate the conversation (Suhoyo et al. 2014b).”
Hoomanfard, M. H. (2024) · Assessing Writing · doi:10.1016/j.asw.2024.100891 · Cited by 11
Huang, S.-C. (2016) · Taiwan journal of TESOL · Cited by 11
Modelo de retroalimentación para el aprendizaje: Una propuesta basada en la revisión de literatura*
Cáceres, S. Q., & Tapia, C. S. (2021) · Revista Mexicana de Investigación Educativa · Cited by 11
Supervisory feedback: Supervisors’ reasons for not giving timely feedback
Bahtilla, M. (2022) · Innovations in Education and Teaching International · doi:10.1080/14703297.2022.2083656 · Cited by 11
“( East et al., 2012; Li & Seale, 2007; Wadesango & Machingambi, 2011; Yang & Carless, 2013) Supervisors’ constructive and timely feedback is considered an essential component of effective supervision (P. Ali et al., 2016; Bahtilla & Oben, 2021; Basturkmen et al., 2014).”
BackgroundA scoping review of dialogic formative feedback practices in higher education
Nedrehagen, E. S., Vee, T. S., Stokstad, J. M., & Orm, S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1696703 · Cited by 18
Pan, Y. (2025) · Discover Computing · doi:10.1007/s10791-025-09830-9 · Cited by 17
“The GRFF is rooted in constructivist theory, emphasizing the active construction of knowledge through interaction, reflection, and scaffolded learning [57, 59, 61, 67, 73, 84, 88].”
Zhao, X., Cox, A. M., Lu, A., & Alsuhaibani, A. (2021) · Journal of Further and Higher Education · doi:10.1080/0309877x.2021.1986620 · Cited by 10
“Research suggests that feedback is too often a one-way transmissive process that lacks the sort of dialogic exchange, which might help address these misunderstandings and differing emotions (West and Turner 2016; Yang and Carless 2013).”
BackgroundInfluentialMavuso, M. F. (2022) · African Journal of Disability · doi:10.4102/ajod.v11i0.901 · Cited by 10
“For this reason, researchers such as Yong and Carless (2013) contend that learners have preferences when it comes to feedback from teachers, and they consider it to be beneficial.”
BackgroundLim, L.-A., Atif, A., Heggart, K., & Sutton, N. C. (2023) · Education Sciences · doi:10.3390/educsci13111114 · Cited by 10
“More importantly, when these email conversations were sustained over a few exchanges, this fostered dialogic feedback processes [34], resulting from an interplay of cognitive, social-affective, and structural dimensions of feedback.”
BackgroundBuilding Trust Through Feedback: A Conceptual Framework for Educators
Bayraktar, B., Ragupathi, K., & Troyer, K. A. (2025) · Teaching & Learning Inquiry The ISSOTL Journal · doi:10.20343/teachlearninqu.13.7 · Cited by 10
“A learning environment grounded in relationships requires a reciprocal and ongoing cycle of trust and feedback (Felten and Lambert 2020; Xu and Carless 2017; Yang and Carless 2013).”
Examiner training: A study of examiners making sense of norm-referenced feedback
Crossley, J., Groves, J., Croke, D. T., & Brennan, P. A. (2019) · Medical Teacher · doi:10.1080/0142159x.2019.1579902 · Cited by 10
“Our observations about cognitive anchoring and affective responses causing dysfunctional assimilation resonate with Eva et al. (2012) and are part of the socio-affective dimension described by Yang and Carless (2013) from across the feedback literature.”
BackgroundAn Integrated Model of Feedback and Assessment: From fine grained to holistic programmatic review
Dawson, S., Pardo, A., Kia, F. S., & Panadero, E. (2023) · International Conference on Learning Analytics and Knowledge (LAK) · doi:10.1145/3576050.3576074 · Cited by 13
“LA feedback has focused on what Yang and Carless [25] termed as feeding back in lieu of feeding forward.”
BackgroundLearner agency and assessment for learning in a regional New Zealand high school
Charteris, J. (2015) · Australian and International Journal of Rural Education · doi:10.47381/aijre.v25i2.12 · Cited by 10
“Termed dialogic feedback (Yang & Carless, 2013), it can be a powerful element in peer coaching for professional inquiry.”
BackgroundRoles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal
Elbra-Ramsay, C. (2021) · Research in Education · doi:10.1177/0034523721989370 · Cited by 10
“Historically, a criticism has been that despite the perceived value of feedback, as a subject it was under researched (Yang and Carless, 2013).”
BackgroundPromoting self-sustained learning in higher education: the ISEE framework
Yang, M. (2015) · Teaching in Higher Education · doi:10.1080/13562517.2015.1052785 · Cited by 10
Self-citationStudent Utilisation of Feedback: A Cyclical Model
Pitt, E. (2016) · The enabling power of assessment · doi:10.1007/978-981-10-3045-1_10 · Cited by 10
Screencasting, a tool to facilitate engagement with formative feedback?
Cranny, D. (2016) · AISHE-J · doi:10.62707/aishej.v8i3.291 · Cited by 10
Li, F., & Han, Y. (2024) · Journal of English for Academic Purposes · doi:10.1016/j.jeap.2024.101424 · Cited by 10
Enhancing Feedback Quality at Scale: Leveraging Machine Learning for Learner-Centered Feedback
Aldino, A. A., Tsai, Y., Mello, R. F., Gašević, D., & Chen, G. (2024) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2024.100332 · Cited by 9
Feedback in K-12 and higher education: Educators’ perspectives
Jin, F. J.-Y., Dai, W., Maheshi, B., Martínez‐Maldonado, R., Gašević, D., & Tsai, Y. (2025) · Teaching and Teacher Education · doi:10.1016/j.tate.2025.104933 · Cited by 14
Talking Feedback: Fostering Student Feedback Literacy Through a Dialogic Approach
Chinpakdee, M. (2025) · RELC Journal · doi:10.1177/00336882251346206 · Cited by 13
“These fi ndings provide classroom-based evidence con fi rming the potential bene fi ts of dialogic interactions on feedback literacy development (Carless et al., 2011; Yang and Carless, 2013).”
Formative assessment in the translation classroom: Closing a feedback loop
Nikolaeva, S., & Korol, T. (2021) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v10i2.21274 · Cited by 9
“Feedback is not efficient if the student does not respond it, if followup actions are not taken [27].”
BackgroundJin, H., Martínez‐Maldonado, R., Li, T., Chan, P. W. K., & Tsai, Y. (2022) · ASCILITE Publications · doi:10.14742/apubs.2022.54 · Cited by 9
“Such data-based insights allow educators to provide personalised feedback to large-sized classes in a timely manner, which serves as a stimulus for a dialogic environment to strengthen the relationship between educators and students (Winstone, 2019; Yang & Carless, 2013).”
BackgroundInfluentialDavies, J. (2023) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2023.2180617 · Cited by 10
“This is flawed and undermines the relational and dialogic processes associated with social constructivist views of feedback (Yang and Carless 2013; Winstone and Carless 2020) and current teacher feedback literacy competences (Carless and Winstone 2023; Boud and Dawson 2021).”
BackgroundXu, Y. (2018) · Frontiers in Education · doi:10.3389/feduc.2018.00065 · Cited by 9
“Similar to the cognitive and social-affective dimensions in Yang and Carless’ (2013) conceptualization of the dialogic feedback processes, the relational bonding and cognitive reinforcement served as two conditions for creating a dialogic feedback context.”
BackgroundMountain, K., Teviotdale, W. W., Duxbury, J., & Oldroyd, J. (2022) · Accounting Education · doi:10.1080/09639284.2022.2030240 · Cited by 13
“This contrasts with Yang and Carless (2013) who report negative emotional reactions can occur from staff feedback alone, but peer feedback needs significant support to be effective and credible to students (Min, 2006).”
BackgroundSelf-regulated learning: A key learning effect of feedback in a problem-based learning context
Mubuuke, A. G., Louw, A., & Schalkwyk, S. C. V. (2017) · African Journal of Health Professions Education · doi:10.7196/ajhpe.2017.v9i1.715 · Cited by 10
Arslan, S., & Whitehead, G. E. K. (2022) · Language Teaching Research · doi:10.1177/13621688221093755 · Cited by 13
“The content of this dialogic teaching-focused program was based on the extant literature (Alexander, 2001, 2010; Bakhtin, 1986; Yang & Carless, 2013) and was specifically sequenced to build up knowledge and understanding of dialogic teaching as well as pre-service teachers’ dialogic teaching…”
El feedback entre iguales y el desarrollo profesional docente: revisión sistemática.
Mayol, B. D. L. I., Forteza, D. F., & Dancai, L. D. (2024) · Revista Española de Pedagogía · doi:10.22550/2174-0909.4044 · Cited by 8
Tapping into teacher feedback in digital storytelling: Learning outcomes, emotions, and perceptions
Purnomo, C. A., & Hsieh, J. C. (2025) · Language Teaching Research · doi:10.1177/13621688241307239 · Cited by 8
Unheard and unused: why students reject teacher and peer feedback
Lipnevich, A. A., Lopera-Oquendo, C., Tomazin, L., Gutterman, J., & Florentin, C. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1567704 · Cited by 8
Dai, W., Cheng, Y., Aldino, A. A., Tsai, Y., Gašević, D., & Chen, G. (2025) · Computers and Education Artificial Intelligence · doi:10.1016/j.caeai.2025.100427 · Cited by 8
Otaki, B., Naganuma, S., Jin, T., & Oshima, J. (2025) · Educational Psychology · doi:10.1080/01443410.2025.2564893 · Cited by 9
“Students expressed concerns about the AI’s reliability and transparency, describing discomfort with its opaque ‘black box’ nature, echoing Carless’s Carless (2013) distinction between competence trust—confidence that feed-back is accurate and comprehensible—and communication trust—confidence that…”
InfluentialGamification in a Learning Resource for the Study of Human Computer Interaction
Carmichael, D., MacEachen, C., & Archibald, J. (2021) · Lecture notes in networks and systems · doi:10.1007/978-3-030-80119-9_45 · Cited by 8
Educational Data Mining and Learning Analytics
Khine, M. S. (2024) · Springer eBooks · doi:10.1007/978-981-97-9350-1_1 · Cited by 14
García, C. I. R., & Díaz, A. (2017) · Revista Complutense de Educación · doi:10.5209/rced.51831 · Cited by 8
Student Perspectives on the Purpose of Peer Evaluation During Group Game Development Projects
Mitchell, A., Greer, T., New, W., Walton-Rivers, J., Watkins, M., Brown, D., & Scott, M. (2021) · doi:10.1145/3481282.3481294 · Cited by 8
Chian, M., Bridges, S. M., & Lee, D. (2021) · Learning, Culture and Social Interaction · doi:10.1016/j.lcsi.2021.100573 · Cited by 7
Campbell, S., Goltz, H. H., Njue-Marendes, S., & Dang, B. N. (2016) · The Permanente Journal · doi:10.7812/tpp/15-154 · Cited by 8
Lam, B. H., Cheng, R. W., & Yang, M. (2017) · Springer eBooks · doi:10.1007/978-981-10-3344-5_17 · Cited by 9
Self-citationDeveloping Assessment Feedback: From Occasional Survey to Everyday Practice
Winstone, N., & Boud, D. J. (2019) · Springer eBooks · doi:10.1007/978-3-030-20824-0_7 · Cited by 8
Nangimah, M., & Walldén, R. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1118436 · Cited by 7
Learning Like “Fast Fish”: A Research Review on the Promise of Contextualized Agency
Cuzzolino, M. P., Grotzer, T. A., & Xu, J. (2023) · Review of Research in Education · doi:10.3102/0091732x231223510 · Cited by 10
“For instance, the notion of sustainable feedback (Carless, 2013; Hounsell, 2007; Yang & Carless, 2013) entails active student participation in dialogic activities in which students generate and use feedback from peers, the self, or others as part of an ongoing process of developing capacities as…”
BackgroundInfluentialSlideItRight: Using AI to Find Relevant Slides and Provide Feedback for Open-Ended Questions
Zhao, C. Q., Cao, J., Chen, E., Koedinger, K. R., & Lin, J. (2025) · Lecture notes in computer science · doi:10.1007/978-3-031-98459-4_27 · Cited by 10
“Feedback in Learning Feedback is a process to support student learning [31,34], with extensive research showing its effectiveness in improving academic performance [11,33].”
Moussa, A., Fisher, J. K., & Eddahmani, H. (2024) · International Journal of Learning Teaching and Educational Research · doi:10.26803/ijlter.23.3.19 · Cited by 10
Metadata
- Authors
- Yang, M., & Carless, D.
- Affiliations
- Education University of Hong Kong (HK)
- University of Hong Kong (HK)
- Corresponding author
- Yang, Min
- Venue
- Teaching in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2013-04
- Volume
- 18
- Issue
- 3
- Pages
- 285-297
- ISSN
- 1356-2517 (ISSN-L)
- 1470-1294
- OpenAlex
- W2111497108
- Cited by
- 414
- References
- 60
- Citations by year
- 2026: 40 · 2025: 43 · 2024: 58 · 2023: 36 · 2022: 34 · 2021: 47 · 2020: 33 · 2019: 28 · 2018: 28 · 2017: 27 · 2016: 15 · 2015: 11 · 2014: 10 · 2013: 3
- FWCI
- 37.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching in Higher Education (publishedVersion)
- The HKU Scholars Hub (University of Hong Kong) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Higher Education Practises and Engagement
- Keywords
- dialogic feedback, feedback mechanisms, student learning, feedback architecture, barriers to feedback, university teaching
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