The learning and feedback provision of academic writing: Beliefs held by pre-service teachers of English

dc.creatorTagle Ochoa, Tania
dc.creatorDiaz Larenas, Claudio
dc.creatorAlarcon Hernandez, Paola
dc.creatorRamos Leiva, Lucia
dc.creatorQuintana Lara, Marcela
dc.creatorEtchegaray Pezo, Paulo
dc.date2017
dc.date2021-04-30T16:59:14Z
dc.date2021-04-30T16:59:14Z
dc.date.accessioned2021-06-14T22:04:38Z
dc.date.available2021-06-14T22:04:38Z
dc.identifierREVISTA COMPLUTENSE DE EDUCACION,Vol.28,1119-1136,2017
dc.identifierhttp://repositoriodigital.uct.cl/handle/10925/3760
dc.identifier10.5209/RCED.51615
dc.identifier.urihttp://repositorioslatinoamericanos.uchile.cl/handle/2250/3299971
dc.descriptionThis article is derived from an investigation that aimed to identify the beliefs about learning and the feedback of the writing that possessed 58 students of pedagogy in English from four Chilean universities. The technique used to gather data was a semi structured interview. A content analysis procedure regarding the interview was employed, in which the information was codified and categorized by using the qualitative analysis software ATLAS.ti. The results indicate that the participants hold beliefs concerning L2 writing learning which focused on translation, habit formation and replication of textual models. Simultaneously, they consider that L2 written feedback procedures need to cover written tasks' strengths and limitations in order to reinforce learner's affective factors.
dc.languagees
dc.publisherUNIV COMPLUTENSE MADRID. SERVICIO PUBLICACIONES
dc.sourceREVISTA COMPLUTENSE DE EDUCACION
dc.subjectTeacher education
dc.subjectbeliefs
dc.subjectEnglish writing
dc.subjectwriting feedback
dc.titleThe learning and feedback provision of academic writing: Beliefs held by pre-service teachers of English
dc.typeArticle


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