Page 75 - The SpeakTeach method - Esther de Vrind

Input
Perception of performance
Reference value
Goal Standard
Comparator
Discrepancy detection
Feedback loop Affect-creating loop
Output
Change of behavior/cognition
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Input: Perception of the feedback loop Output: Feelings, motivation, effort, attitude
External feedback or support
Figure 8: The discrepancy reducing feedback loop or model of self-regulation expanded with an affect-creating loop and external feedback or support
We will illustrate the elements of the feedback loop for speaking skills:
The feedback loop starts with the perception of the learner’s own current speaking
performance (input). Individual learners compare this perceived speaking performance to a goal or standard that they desire or think is desirable (reference value). Subsequently they try to reduce the discrepancies between the input and the reference value (comparator) by setting new goals and setting plans for improvement in order to improve their speaking performance (output) which is again compared to the desired level of performance (new cycle of input, comparator, output etc.).
Simultaneously with this behaviour-guiding feedback loop, Carver and Scheier (2000: 1717; 2012: 32) suggest that feelings arise via another feedback loop which operates automatically and parallel to the behaviour-guiding loop. This is the affect-creating loop. This second loop “[...] is checking on how well [the first process (the feedback loop, Figure 8 in violet)] is doing at reducing its discrepancies over time” (Carver & Scheier, 2000: 1717). Positive feelings arise when it seems that the goal will be reached in the foreseeable future and negative feelings when the difference between the current and desired situation seems too large to be bridged in time. Carver and Scheier (2000: 1717) explain that “[...] the
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