Tipo: artículo

Metodología: estudio empírico

Temas: feedback/retroalimentación

Resumen:

Although research on written corrective feedback has proliferated over the past decades, scant attention has been paid to how dyadic interaction pattern influence English-as-a-foreign-language learners’ behavioral engagement with feedback. This study explored the extent to which patterns of interaction affect the degree of learner engagement with teacher corrective feedback, learners’ revision behavior, and revision outcome. Forty learners of English as a foreign language on an advanced writing course participated in the study. Learners were provided with comprehensive teacher feedback on six writing tasks and were required to collaboratively process feedback over a 4-month semester. The qualitative analysis of recorded learner talk revealed that although the learners were at the same proficiency level, they adopted a variety of...

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