feedback/retroalimentación

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Tipo: artículo

Metodología: estudio empírico

Resumen:

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Previous research on oral corrective feedback (OCF) has primarily focused on teachers’ cognitions and practices in pre-service and private-sector contexts, with limited attention to in-service teachers, particularly in state-sector settings. This study investigates Iranian in-service English as a foreign language (EFL) teachers’ cognitions and reported practices concerning OCF in state-sector schools. Drawing on Borg’s teacher cognition framework and Lyster and Ranta’s typology of feedback types, the study focuses on five key aspects of OCF: source, provider, linguistic target, timing, and feedback type. An explanatory sequential mixed-methods design was employed: 204 teachers completed a...

La presencia social a través del feedback en entornos online de aprendizaje de idiomas

Francisco Javier López Tapia, Lola Torres Ríos, Vanessa Ruiz Torres (2021)

Foro de profesores de ELE

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Tipo: artículo

Metodología: propuesta didáctica

Resumen:

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En el presente artículo se ofrece un recorrido teórico por los principios, estrategias e indicaciones claves a la hora de ofrecer un feedback efectivo en entornos en línea de aprendizaje de idiomas, de forma que maximicemos la presencia cognitiva, social y reflexiva de los aprendientes y los profesores. Proponemos llevar estas ideas al terreno del aula y de la práctica del aprendizaje mediante una hoja de ruta, abierta y flexible, con una serie de recursos y estrategias concretas para ofrecer y recibir feedback en los contextos en línea, entornos colaborativos y personales. Se tendrán especialmente en cuenta los procesos de feedback relacionados con la evaluación entre pares, metacognición y...

Tracking EFL children’s learning: A longitudinal study of noticing and incorporation of features in model-based and self-correction tasks

María Luquin, María del Pilar García Mayo (2025)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The current body of literature on model texts as a written corrective feedback (WCF) technique has primarily examined the interaction among participants, or the quality of written drafts. However, there is a notable gap in understanding the impact of a child’s oral interaction on their written output and the traceability of their noticing. Using a longitudinal design, the research involved 60 children (aged 11–12 years) studying English as a foreign language (EFL) who were divided into three groups: a treatment group (TG); a long-term treatment group (LTG); and a control group (CG). The treatment groups received either short-term or long-term feedback incorporating model texts as exemplars of proficient writing, while the CG relied on self-correction of their texts. The results indicate that (1) the LTG made significantly more (...

The relative effectiveness of immediate and delayed corrective feedback in video-based computer-mediated communication

Laia Canals, Gisela Granena, Yucel Yilmaz (2025)

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Tipo: artículo

Metodología: estudio empírico

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This study investigated the relative effectiveness of immediate and delayed corrective feedback on the acquisition of -ing/ -ed participial adjectives by Spanish English-as-a-foreign-language learners in video-based computer-mediated communication. Fifty-two participants took part in a communicative task in one of four groups (two experimental and two control). The immediate-feedback group received explicit corrective feedback during the task whereas the delayed-feedback group received the feedback 24 hours later by means of an edited video recording of the interaction. The effects of the feedback were measured through an oral production task and an untimed grammaticality judgment test. Although the results showed no differences between the two feedback timing groups and control participants on the grammaticality judgment test, both...

EFL learners’ peer negotiated feedback, revision outcomes, and short-term writing development: The effect of patterns of interaction

Azar Tajabadi, Moussa Ahmadian, Hamidreza Dowlatabadi (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Inspired by Vygotsky’s sociocultural theory and Storch’s framework of peer interaction, this study investigated the nature and outcome of peer interaction in EFL (English as a foreign language) learners’ peer review and revision activities. During two 16-week semesters, 32 lower-intermediate learners participated in an Advanced Writing university course. Each of the learners wrote and revised six one-paragraph writing assignments and exchanged peer negotiated feedback in pairs. The qualitative analysis of their recorded dialogues revealed that although the learners were nearly at the same proficiency level, they adopted a variety of patterns of interaction including collaborative, expert/novice, dominant/dominant, and dominant/passive. Collaborative and dominant/passive patterns were the most and the least frequent patterns,...

From Corrective Preferences to Corrective Practice: A Critical Review of Attitudinal Studies on Oral Corrective Feedback

Sajjad Sepehrinia (2026)

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Tipo: artículo

Metodología: revisión bibliográfica

Resumen:

Studies on oral corrective feedback (OCF) have been lately tilted toward examining preferences for correction motivated by the belief that they are connected to emotional comfort, learning motivation and outcomes. Some have compared teachers’ preferences with learners’ expectations to find the mismatches between the two. Others have compared teachers’ beliefs with their practice to see how beliefs are reflected in practice. Despite the numerous studies, there seem to exist considerable gaps in the literature that merit consideration. Given the significance of studying OCF preferences, the present study presents a critical systematic review of the studies on corrective preferences to uncover the gaps. For this purpose, scientific databases, including Google Scholar, Scopus, Web of Science, ScienceDirect and JSTOR with 16 related...

The relative effects of direct and indirect written corrective feedback on L2 learning: The moderating role of field dependence/independence

Jinshi Shao, Simin Zeng, Yuxi (Jessie) Wu (2024)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

The current study investigated the relative effects of direct and indirect written corrective feedback (WCF) on the learning of regular past tense, and the extent to which learning outcomes were related to individual variation in field dependence/independence (FDI). Fifty-nine Chinese intermediate second language (L2) learners of English were randomly assigned to two treatment groups and a control group. The two treatment groups carried out three written dictogloss tasks and received direct WCF and indirect WCF, respectively, on their erroneous use of regular past tense. The control group performed the same writing tasks but received feedback on the content of their writing. To evaluate the effect of treatment, a grammaticality judgement task and a picture description task were administered as the pretest, immediate posttest, and...

Gesture-enhanced recasts have limited effects: A case of the regular past tense

Kimi Nakatsukasa (2021)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study investigates whether gesture-enhanced recasts lead to better production of the English regular past tense. Fifty-nine low-intermediate ESL students at a US university took part in communicative activities in class, during which they received, respectively, no feedback, verbal recasts, or gesture-enhanced recasts, the latter being a verbal recast accompanied by a point-back gesture indicating the non-target-like use or absence of the past tense. All learners also completed two assessments, a grammar test about the regular past tense and an oral production test that was designed to elicit the regular past tense, as a pre-test, an immediate post-test, and a delayed post-test a week later. Then, a repeated-measure ANOVA was used to analyse the linguistic development, using the obtained test scores. The results showed that there...

One size does not fit all: Distinct patterns of growth mindset and motivation underlying feedback-seeking behaviors of adolescent L2 writers

Dawei Wei (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: enseñanza/aprendizaje de lenguas

Resumen:

Feedback-seeking behaviors (FSB), namely, attending to written comments (feedback monitoring) and requesting clarification or additional feedback (feedback inquiry), are central to writer agency and writing outcomes. Existing studies have yet to achieve a comprehensive understanding of the motivational underpinnings of FSB, particularly for adolescents. Prior FSB research also treated second language (L2) writers as a homogeneous group, overlooking variations in motivational configuration across different stages of writing development. Addressing these gaps, this study draws on situated expectancy-value theory (SEVT) to examine how motivation mediates a writing growth mindset’s influence on FSB and whether the associations vary across writing proficiency levels in a Chinese secondary-school context. Participants were 303 adolescent L2...

Engagement with written corrective feedback: Examination of feedback types and think-aloud protocol as pedagogical interventions

Mahmoud Abdi Tabari, Masatoshi Sato, Yizhou Wang (2026)

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Tipo: artículo

Metodología: estudio empírico

Resumen:

This study examined the combined effects of written corrective feedback (WCF) and think-aloud protocols (TAPs) as two types of pedagogical intervention for improving the revision quality of second language (L2) writing. With a quasi-experimental design, it explored whether TAPs trigger deeper processing of WCF under two WCF-type conditions: direct or indirect WCF. Participants were 80 high-intermediate learners of English as a second language (ESL) at a US university who were divided into (1) direct WCF+TAPs; (2) direct WCF-only; (3) indirect WCF+TAPs; and (4) indirect WCF-only. The impacts of the interventions were gauged by changes in seven subsystems of complexity–accuracy–lexis (CAL) between the first and final drafts of narrative essays. Results showed differential impacts of the four conditions depending on the linguistic...