The impact of explicit feedback on EFL High School students engaged in writing tasks

El impacto de la retroalimentación explícita en tareas de escritura en lengua inglesa de estudiantes de secundaria

dc.creatorCorrea Pérez, Roxanna Carolina
dc.creatorMartínez, Mariela
dc.creatorMolina, María
dc.creatorSilva, Jessica
dc.creatorTorres, Mirta
dc.date2015-11-20T19:14:01Z
dc.date2015-11-20T19:14:01Z
dc.date2013
dc.identifierProfile: Issues in Teachers’ Professional Development, vol.15 no.2, July/Dec. 2013, pp. 149-163
dc.identifier1657-0790
dc.identifierhttp://repositoriodigital.ucsc.cl/handle/25022009/369
dc.descriptionArtículo de publicación SCIELO
dc.descriptionThe aim of this article is to examine the impact of feedback on content and organization in writing tasks developed by learners of English as a foreign language. The type of study is qualitative and the research design is a case study. One study involved three students and a female teacher, and the second consisted of three students and a male teacher. Research instruments involved were a structured interview, a writing task in class and document analysis. The findings show that students feel motivated to re-write a writing task when the teacher provides feedback on content and organization. Moreover, there was evidence of improvement in the students’ writing when they incorporated the teacher’s comments
dc.languageen
dc.publisherUniversidad Nacional de Colombia
dc.rightsAtribucion-Nocomercial-SinDerivadas 3.0 Chile
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/3.0/cl/
dc.sourcehttp://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902013000200010&lng=en&nrm=iso&tlng=en
dc.subjectFeedback
dc.subjectMotivation
dc.subjectWriting
dc.subjectWriting tasks
dc.titleThe impact of explicit feedback on EFL High School students engaged in writing tasks
dc.titleEl impacto de la retroalimentación explícita en tareas de escritura en lengua inglesa de estudiantes de secundaria
dc.typeArticle


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