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

Abstract

This 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.