Written corrective feedback in secondary education: Learners’ and teachers’ preferences and perceptions
Visualitza/
Metadades
Mostra el registre complet de l'elementcomunitat-uji-handle:10234/10
comunitat-uji-handle2:10234/158177
comunitat-uji-handle3:10234/76326
comunitat-uji-handle4:10234/184117
REVISTESMetadades
Títol
Written corrective feedback in secondary education: Learners’ and teachers’ preferences and perceptionsAutoria
Data de publicació
2016Editor
Publicacions de la Universitat Jaume IISSN
1139-5486Cita bibliogràfica
MARTÍNEZ BUFFA, Ignacio. Written corrective feedback in secondary education: Learners’ and teachers’ preferences and perceptions. Fòrum de recerca, 2016, núm. 21, p. 525-546.Tipus de document
info:eu-repo/semantics/articleParaules clau / Matèries
Resum
When dealing with written corrective feedback, most second-language acquisition research has focused on the comparison of different techniques to provide English as a foreign language learners with comments on their ... [+]
When dealing with written corrective feedback, most second-language acquisition research has focused on the comparison of different techniques to provide English as a foreign language learners with comments on their performance. Also finding the best strategy which would help learners improve has been on the spotlight.
However, little attention has been placed upon learners’ perceptions and preferences towards the written feedback provided. This paper investigates such aspects by analysing results from a questionnaire delivered to 28 last year secondary-education learners and their two respective teachers. After analysing and comparing both groups of participants, results showed that, according to the learners, grammar
and vocabulary take precedence over aspects related to organisation and paragraph construction. Moreover, a preference for direct and metalinguistic correction was also observed. Regarding teachers, their perceptions and preferences as observed in the questionnaire were not reflected in their actual teaching practice. Finally, even though
there were points of agreement between teachers and their learners, a relevant mismatch on how written corrective feedback is and should be delivered was found. [-]
Descripció
XXI Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2016)
Publicat a
Fòrum de recerca, 2016, núm. 21Drets d'accés
info:eu-repo/semantics/openAccess
Apareix a les col.leccions
Els següents fitxers sobre la llicència estan associats a aquest element: