The language learning potential of writing through EFL students’ processing of feedback

  1. Florentina Nicolás Conesa 1
  2. Julio Roca de Larios 1
  3. María Ángeles Monteverde 1
  1. 1 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2017

Título del ejemplar: Nuevas tendencias en didáctica de la lengua y la literatura: desafíos y perspectivas

Número: 2

Páginas: 187-200

Tipo: Artículo

DOI: 10.30827/DIGIBUG.54146 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objetivos de desarrollo sostenible

Resumen

Este estudio investiga los efectos del procesamiento de dos tipos de feedback (directo e indirecto) sobre la corrección de textos reescritos en estudiantes de bajo nivel de L2 durante una sesión de verbalización de errores de forma escrita. Los datos fueron recogidos durante dos semanas y analizados estadísticamente. Los resultados principales muestran que ninguno de los dos grupos de feedback reflexionó ni entendió todos los errores que les fueron corregidos, lo que a su vez determinó la corrección lingüistica de los textos reescritos. Estos resultados abren una nueva ventana para la investigación de la efectividad de los diferentes tipos de correcciones y el potencial de aprendizaje de lengua a través de la escritura. Las implicaciones empíricas y pedagógicas del estudio son discutidas.

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