How do chilean pre-service teachers correct errors in writing?

Como os professores chilenos em formação corrigem os erros na escrita?

dc.creatorQuintanilla Espinoza, Angie
dc.creatorKloss Medina, Steffanie
dc.creatorSalcedo Lagos, Pedro
dc.date2020-06-04T21:20:14Z
dc.date2020-06-04T21:20:14Z
dc.date2018-06
dc.identifierRevista Brasileira de Linguística Aplicada, v. 18, n. 3, p. 561-579, 2018
dc.identifier1984-6398
dc.identifierhttp://repositoriodigital.ucsc.cl/handle/25022009/1766
dc.identifier10.1590/1984-6398201812447
dc.descriptionArtículo de publicación Scielo
dc.descriptionMost research on error correction has dealt with feedback strategies used in the classroom and the effect of these strategies on students’ performance. However, not much research has been conducted on pre-service teachers’ actual competence on giving written corrective feedback. With this idea in mind, a study was conducted in order to investigate the way pre-service teachers of English correct students’ errors in writing. For this, the participants were asked to complete an error correction task that required the teacher to mark a student’s opinion essay in the way they would normally do as part of their teaching practices and to answer a questionnaire related to the way they had corrected the task. The results showed that most teachers tend to correct errors comprehensively, rather than selectively, opting for direct rather than indirect feedback strategies.
dc.languageen
dc.publisherUniversidade Federal de Minas Gerais
dc.sourcehttps://doi.org/10.1590/1984-6398201812447
dc.subjectError correction
dc.subjectPre-service teachers
dc.subjectL2 writing
dc.subjectWritten corrective feedback strategies
dc.titleHow do chilean pre-service teachers correct errors in writing?
dc.titleComo os professores chilenos em formação corrigem os erros na escrita?
dc.typeArticle


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