The effects of instructional language on feedback requests and skill acquisition

Abstract

BACKGROUND: Self-controlled feedback enhances skill acquisition. However, the pattern and frequency of feedback requested varies and impacts learning. Given that instructions that increase learner’s feelings of autonomy, an explanation for self-controlled feedback benefits, have also been shown to enhance learning, it is possible that instructional language modulates feedback requests and consequently skill acquisition. AIM: We investigated if autonomy-supportive language leads to different pattern and increases frequency of feedback requests and skill acquisition. METHOD: Forty-two participants (22 women and 20 men) were assigned to a controlling or autonomy supportive instructions group. After each trial, participants were asked “Do you NEED feedback?” or “Do you WANT feedback?”, respectively. The task consisted of pressing a specific sequence of 5 computer keys in 1200ms. Then, participants completed 24hrs retention/transfer tests without feedback. During transfer participants performed the same sequence in 1500ms. RESULTS: Repeated measure ANOVAs indicated participants in the WANT group requested more feedback than participants in the NEED group. Both groups distributed feedback evenly throughout acquisition. No differences in performance in acquisition or in retention/transfer tests were identified.INTERPRETATION: Autonomy supportive instructional language increased feedback requests but not learning. Including measures of feelings of autonomy is encouraged to clarify the mechanisms underlying these findings.