feedback/retroalimentación

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Despite the recognized importance of supervisors’ feedback in enhancing students’ academic development, research on novice supervisors’ perspectives, especially concerning undergraduate thesis supervision in English as a foreign language (EFL) contexts, remains scarce. In an attempt to address this gap, this qualitative case study explored the written feedback beliefs and practices of two novice supervisors in the department of English of two universities in mainland China. It examined how their beliefs were shaped and translated into practice during their supervision of EFL undergraduate students. Data were collected longitudinally over an 8-month period, including semi-structured interviews, written feedback samples, and voice messages, to capture the full thesis supervision process. Findings revealed that supervisors held varying...

Enseñanza individual a través de Skype y Google Docs

Agata Łazor, Aleksandra Kledzik (2013)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Temas: enseñanza en línea e híbrida

Resumen:

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El artículo presenta ideas para clases en línea utilizando Google Docs y Skype. En la parte teórica se explica el concepto de enseñanza virtual asincrónica y sincrónica. Se comentan las ventajas e inconvenientes de ambos modos de enseñanza. Los ejercicios prácticos utilizan sobre todo los métodos y herramientas sincrónicos y tienen el propósito de utilizar varias aplicaciones de Google Docs. Todas las tareas se adaptan a diferentes estilos de aprendizaje. La primera está relacionada con recordar y repetir colocaciones y expresiones. En el segundo ejercicio se utiliza una fotografía y se la etiqueta aprovechando la opción dada por Google Drawing. En la tercera tarea se aplican tanto las estrategias...

How language proficiency and peer familiarity shape engagement with feedback in English as a Foreign Language writing

Ke Liu (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study investigates how learner language proficiency and peer familiarity interact to shape English as a Foreign Language students’ engagement with peer feedback, drawing on Fredricks et al.’s tripartite model of engagement (affective, cognitive, behavioral), self-determination theory, and social interdependence theory to conceptualize engagement as a socially mediated and motivationally dynamic process. To interpret engagement variation, the study incorporates self-determination theory and social interdependence theory, conceptualizing engagement as socially mediated and motivationally dynamic. Three research questions examine how language proficiency influences engagement, peer familiarity affects engagement across feedback roles, and the two variables interact, especially for low-proficiency learners. A 2 × 2 factorial mixed-...

What characteristics of recasts facilitate accurate perception when overheard by true beginners?

Nobuhiro Kamiya (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

In this study, 118 native speakers of Japanese watched 48 separate video clips in which a teacher provided recasts on phonological or lexical errors to students in Portuguese, a language with which the participants were unfamiliar. In the video clips, six recast characteristics were manipulated: length, segmentation (segmented/whole), prosodic emphasis (stressed/non-stressed), intonation (declarative/interrogative), head movements (nodding/shaking), and gestures (beat/deictic/metaphoric). Participants judged whether or not the teacher had corrected errors and stated the reasons for their decisions. Multiple regressions extracted segmentation and gestures as being significant variables for both phonological and lexical errors. Precisely speaking, recasts were more likely to be accurately perceived as correction when they were provided...

Does engagement with feedback matter? Unveiling the impact of learner engagement and grit on EFL learners’ English writing achievements

Jia Li, Fan Yuan (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

Given much attention associated with learner engagement in second language (L2) writing, an increasing body of studies has reported that learner engagement with feedback is a critical construct to enhance English as a foreign language (EFL) learners’ writing achievement. However, little research has been conducted to explore the predictive effect of grit and examine the mediating role of learner engagement with feedback in the relationship between grit and English writing achievement (EWA) in the underlying mechanism of L2 writing. Therefore, the current study aims to address these under-researched issues by investigating a mediation model of L2 grit, learner engagement with feedback, and EWA among English major students. The findings demonstrated that: (1) perseverance-of-effort variation in L2 grit predicted variance in learner...

Why only feedback? Including feed up and feed forward improves non-linguistic aspects of L2 writing

Nourollah Zarrinabadi, Mohsen Rezazadeh (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

This study examined the effect of feedback, feed up (comments on goals and students’ success in achieving goals) and feed forward (comments on the next step in learning during the semester) on writing motivation, writing self-efficacy, and writing anxiety. Two hundred and ten female intermediate language learners (agemean = 17.2) were assigned to seven experimental conditions: feedback, feed up, feed forward, feedback + feed up, feedback + feed forward, feed up + feed forward, and feedback + feed up + feed forward (n = 30 for each group). Based on group assignment, the participants received feedback, feed up, and feed forward for 12 sessions and took writing motivation, writing self-efficacy, and writing anxiety scales as pretest and posttest. The results of MANOVA and paired samples t-test comparisons indicated that groups that...

A Sociocultural Perspective for Tracing the Development of Formative Assessment Teacher Cognition: Making a Case for Transformative L2 Teacher Education

Dilara Somuncu, Nuray Alagözlü (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: evaluación

Resumen:

Grounded in sociocultural theory, this study examines how the formative assessment teacher cognition (FATC) of a pre-service English as a foreign language teacher developed within a teacher education context. Adopting a longitudinal single-case design, the study traces the trajectory of one focal participant, Ela, across a 10-month teaching practicum. Multiple qualitative data sources were triangulated, including interviews, reflective journals, lesson plans, classroom observations, and pre- and post-observation conferences. Data were analyzed through a hybrid approach combining reflexive thematic analysis and sociocultural discourse analysis to capture both the content and interactional dynamics of cognition-in-action. Findings indicate that Ela’s FATC evolved through two key shifts: (a) reconceptualizing corrective feedback from an...

A comparative study of the impact of focused vs. comprehensive corrective feedback and revision on ESL learners’ writing accuracy and quality

Mohammad Rahimi (2021)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The impetus for the present study came from Ferris’ (2010) article discussing the gap between theory, research, and practice in written corrective feedback (WCF). To address this gap, the present study aimed at comparing the impact of focused vs. comprehensive WCF and revision on the improvement of written accuracy of learners of English as a second language (ESL), with a focus on their global linguistic errors (sentence and word); the study also examined how this improvement contributed to the students’ writing quality, defined in terms of clarity of expression and text comprehensibility. Data was collected from 78 intermediate French ESL learners randomly assigned to four different treatment groups: two groups received focused WCF and two groups comprehensive WCF; one of the focused and one of the comprehensive groups were required...

AI-driven innovative personalized learning to enhance Chinese pronunciation and grammar skills for university students

Jun Geng, Narueporn Wuttiphan, Jining Han (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

The acquisition of Chinese language skills presents significant challenges for non-native speakers, particularly in mastering tonal pronunciation and topic-prominent grammar structures. This study developed and evaluated an artificial intelligence driven (AI-driven) personalized learning system to enhance Chinese pronunciation and grammar skills among university students. Through a 16-week quasi-experimental study involving 60 undergraduate students in Thailand, we compared traditional classroom instruction with our AI system that provided real-time feedback, adaptive learning paths, and personalized practice opportunities. The experimental group utilizing the AI system demonstrated remarkable improvements compared to the control group across all tonal categories and grammatical structures. User satisfaction ratings were consistently...

Greater coverage vs. deeper processing? Comparing individual and collaborative processing of teacher feedback

Carrie Xin Peng, Neomy Storch, Ute Knoch (2026)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

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Despite the proliferation of research on how second language (L2) learners engage with feedback on L2 writing in recent years, little is known about how young and low-proficiency L2 learners process teacher feedback. The present study investigated how Chinese lower-secondary school learners of English as a foreign language (EFL) cognitively and behaviourally engaged with teacher feedback in two conditions: individual written languaging and collaborative oral languaging. Eighty-one students (aged 13–14 years, A1–A2 English proficiency) from two classes and two English teachers at a public lower-secondary school in China participated in this study. Comprehensive teacher feedback (focusing on...