Tipo: artículo

Metodología: revisión bibliográfica

Temas: enseñanza/aprendizaje de lenguas

Resumen:

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In English as a second or foreign language (ESL/EFL) instruction, feedback plays a crucial role in students’ writing development. In authentic classroom settings, students often receive simultaneous feedback from multiple sources, such as teachers, peers, and machines, each offering its own advantages and challenges. Thoughtful integration of these diverse feedback mechanisms can enhance writing skills; however, there is still limited understanding of how to implement this approach effectively. This systematic review, drawing on third-generation activity theory (AT), investigates strategies for integrating multiple feedback sources in ESL/EFL writing classrooms. By analysing 24 empirical studies...

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