Is FeedForward the way forward? A comparison of the effects of FeedForward coaching and Feedback.

Objectives: The FeedForward Interview (FFI) is a means of structuring conversations (Kluger & Nir, 2006), such as performance appraisals, or indeed coaching in organisations. Conceptually situated in a positive psychological paradigm, FFI techniques build on appreciative inquiry (Cooperrider & Srivastva, 1987), positive psychology (Seligman & Csikszentmihalyi, 2002) and Feedback Intervention Theory (Kluger & DeNisi, 1996). The objective of this research was to investigate how FFI affects individual outcomes compared to traditional feedback as part of a coaching session. Design: We conducted a quasi-experimental longitudinal study allocating 54 participants randomly to either a FFI or Feedback-based coaching intervention. Methods: We measured self-efficacy, mood and strengths-confidence as well goal attainment before and after each intervention. Results: Self-efficacy significantly increased following FFI compared to feedback; participants were more likely to obtain their goals in the FFI condition. There were no significant differences for mood; and no main effects for strengths-knowledge but a significant interaction by treatment condition. Conclusions: The results indicate that FFI appears a valid intervention to facilitate positive psychological change as part of a coaching session. We discuss the potential for further research including the evaluation of transfer of learning arising from FFI in experimental paradigms as well as behavioural observations

Researching interactions between humans and machines: methodological challenges

Communication scholars are increasingly concerned with interactions between humans and communicative agents. These agents, however, are considerably different from digital or social media: They are designed and perceived as life-like communication partners (i.e., as “communicative subjects”), which in turn poses distinct challenges for their empirical study. Hence, in this paper, we document, discuss, and evaluate potentials and pitfalls that typically arise for communication scholars when investigating simulated or non-simulated interactions between humans and chatbots, voice assistants, or social robots. In this paper, we focus on experiments (including pre-recorded stimuli, vignettes and the “Wizard of Oz”-technique) and field studies. Overall, this paper aims to provide guidance and support for communication scholars who want to empirically study human-machine communication. To this end, we not only compile potential challenges, but also recommend specific strategies and approaches. In addition, our reflections on current methodological challenges serve as a starting point for discussions in communication science on how meaning-making between humans and machines can be investigated in the best way possible, as illustrated in the concluding section

The Development of Language Learning Strategies

This article discusses the strategy repertoires and strategy development of six English children who learned foreign languages at primary school. My study differs from mainstream research in that it focuses on young children and on the development of their strategies, draws on sociocultural theory and uses ethnographic methods. My findings show that the six children developed a range of strategies over the course of a calendar year in spite of receiving no direct strategy instruction. The primary classroom encouraged learner autonomy and stimulated children to reflect on their learning which, in turn, enabled them to refine their strategies