Retroalimentación correctiva escrita en el profesorado de lengua extranjera (inglés) de educación secundaria
DOI:
https://doi.org/10.1344/did.46359Palabras clave:
escritura en L2, retroalimentación correctiva escrita, docentes, lengua extranjera inglés, educación secundaria, bachilleratoResumen
Este estudio exploratorio se centra en las prácticas de retroalimentación correctiva escrita (RCE) de docentes que imparten inglés lengua extranjera (ILE) en el contexto de la educación secundaria (bachillerato) en España. A diferencia de las investigaciones sobre la efectividad de la RCE en la escritura del alumnado y su aprendizaje lingüístico en una segunda lengua o lengua extranjera (L2), los estudios sobre las prácticas de RCE del profesorado, especialmente en dicho contexto, han sido menos frecuentes. Este trabajo pretende atender modestamente este vacío en la investigación mediante el análisis de los tipos de RCE que proporcionan cuatro docentes de ILE en los dos cursos de Bachillerato de un centro público español. Para dicho análisis, se recogieron un total de 60 textos escritos por estudiantes de ambos cursos, los cuales se examinaron tomando como punto de partida la clasificación de RCE establecida por Ellis (2009a). Los resultados indican una preferencia general de los docentes por la retroalimentación negativa, no focalizada, local y directa, en línea con otros trabajos similares sobre la RCE del profesorado de L2 inglés. Estos resultados apuntan a algunas posibilidades y limitaciones de la RCE para el profesorado y para el alumnado de ILE de bachillerato en España.
Citas
Al-Jarrah, R. (2016). A suggested model of corrective feedback provision. Ampersand, 3, 98–107. https://doi.org/10.1016/j.amper.2016.06.003
Alshahrani, A. y Storch, N. (2014). Investigating teachers' written corrective feedback practices in a Saudi EFL context: How do they align with their beliefs, institutional guidelines, and students' preferences?. Australian Review of Applied Linguistics, 37(2), 101-122. https://doi.org/10.1075/aral.37.2.02als
Amrhein, H. R. y Nassaji, H. (2010). Written corrective feedback: What do students and teachers think is right and why? Canadian Journal of Applied Linguistics, 13(2), 95-127.
Baker, K. M. (2016). Peer review as a strategy for improving students’ writing process. Active Learning in Higher Education, 17(3), 179-192. https://doi.org/10.1177/1469787416654794
Bitchener, J. (2008). Evidence in support of written corrective feedback. Journal of Second Language Writing, 17(2), 102–118. https://doi.org/10.1016/j.jslw.2007.11.004
Bitchener, J. (2012). A reflection on ‘the language learning potential’ of written CF. Journal of Second Language Writing, 21(4), 348-363. https://doi.org/10.1016/j.jslw.2012.09.006
Bitchener, J. (2016). To what extent has the published written CF research aided our understanding of its potential for L2 development? ITL-International Journal of Applied Linguistics, 167(2), 111-131. https://doi.org/10.1075/itl.167.2.01bit
Bitchener, J. y Ferris, D. R. (2012). Written corrective feedback in second language acquisition and writing. Routledge.
Bitchener, J. y Knoch, U. (2008). The value of written corrective feedback for migrant and international students. Language Teaching Research, 12(3), 409–431. https://doi.org/10.1177/1362168808089924
Bitchener, J. y Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal, 63(3), 204–211. https://doi.org/10.1093/elt/ccn043
Bitchener, J. y Knoch, U. (2010a). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31(2), 193-214. https://doi.org/10.1093/applin/amp016
Bitchener, J. y Knoch, U. (2010b). Raising the linguistic accuracy level of advanced L2 writers with written corrective feedback. Journal of Second Language Writing, 19(4), 207-217. https://doi.org/10.1016/j.jslw.2010.10.002
Bitchener, J. y Storch, N. (2016). Written corrective feedback for L2 development. Multilingual Matters.
Bonilla López, M. (2021). An updated typology of written corrective feedback: Resolving terminology issues. Revista Educación, 45(2), 1-14. https://doi.org/10.15517/revedu.v45i1.43289
Bonilla López, M., Van Steendam, E., Speelman, D. y Buyse, K. (2018). The differential effects of comprehensive feedback forms in the second language writing class. Language Learning, 68(3), 813-850. https://doi.org/10.1111/lang.12295
Brown, D. (2012). The written corrective feedback debate: Next steps for classroom teachers and practitioners. TESOl Quarterly, 46(4), 861-867. https://doi.org/10.1002/tesq.63
Cárcamo, B. (2020). Classifying written corrective feedback for research and educational purposes: A typology proposal. Profile Issues in Teachers’ Professional Development, 22(2), 211-222. https://doi.org/10.15446/profile.v22n2.79924
Chandler, J. (2003). The efficacy of various kinds of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12(3), 267-296. https://doi.org/10.1016/S1060-3743(03)00038-9
Cheng, X. y Zhang, L. J. (2021). Teacher written feedback on English as a foreign language learners’ writing: Examining native and nonnative English-speaking teachers’ practices in feedback provision. Frontiers in Psychology, 12, 1-16. https://doi.org/10.3389/fpsyg.2021.629921
Cohen, L., Manion, L., y Morrison, K. (2007). Research methods in education (6th ed.). Routledge.
Cumming, A. (2001). Learning to write in a second language: Two decades of research. International Journal of English Studies, 1(2), 1–23. https://revistas.um.es/ijes/article/view/48331
Ellis, R. (2009a). A typology of written corrective feedback types. ELT journal, 63(2), 97-107. https://doi.org/10.1093/elt/ccn023
Ellis, R. (2009b). Corrective feedback and teacher development. L2 Journal, 1, 3-18. https://doi.org/10.5070/L2.V1I1.9054
Ferris, D. R. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of Second Language Writing, 8(1), 1–11. https://doi.org/10.1016/S1060-3743(99)80110-6
Ferris, D. R. (2002). Treatment of error in second language writing classes. University of Michigan Press.
Ferris, D. R. (2003). Response to student writing: Implications for second language students. Routledge.
Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime...?). Journal of Second Language Writing, 13(1), 49-62. https://doi.org/10.1016/j.jslw.2004.04.005
Ferris, D. R. (2006). Does error feedback help student writers? New evidence on the short- and long-term effects of written error correction. En K. Hyland y F. Hyland (Eds.), Feedback in second language writing: Contexts and issues (pp. 81–104). Cambridge University Press.
Ferris, D. R. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165-193. https://doi.org/10.1016/j.jslw.2007.07.003
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, 6-23. http://dx.doi.org/10.1016/j.asw.2013.09.004
Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be?. Journal of Second Language Writing, 10, 161-184. https://doi.org/10.1016/S1060-3743(01)00039-X
Frear, D. R. y Chiu, Y. H. (2015). The effect of focused and unfocused indirect written corrective feedback on EFL learners’ accuracy in new pieces of writing. System, 53, 24-34. http://dx.doi.org/10.1016/j.system.2015.06.006
García Mayo M. P. y Labandibar Loidi, U. (2017). The use of models as written corrective feedback in English as a Foreign Language (EFL) writing. Annual Review of Applied Linguistics, 37, 110-127. https://doi.org/10.1017/S0267190517000071
Guénette, D. (2007). Is feedback pedagogically correct?: Research design issues in studies of feedback on writing. Journal of Second Language Writing, 16(1), 40-53. https://doi.org/10.1016/j.jslw.2007.01.001
Hammersly, M. (2013). What is qualitative research. Bloomsbury.
Hyland, F. (2000). ESL writers and feedback: Giving more autonomy to students. Language Teaching Research, 4, 33-54. https://doi.org/10.1177/136216880000400103
Hyland, F. (2003). Second language writing. Cambridge University Press.
Hyland, K. y Hyland, F. (2006). Feedback on second language students’ writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S026144480600339
Hyland, K. y Hyland, F. (Eds.). (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Junqueira, L. y Payant, C. (2015). “I just want to do it right, but it's so hard”: A novice teacher's written feedback beliefs and practices. Journal of Second Language Writing, 27, 19-36. https://doi.org/10.1016/j.jslw.2014.11.001
Karim, K. y Nassaji, H. (2018). The revision and transfer effects of direct and indirect comprehensive corrective feedback on ESL students’ writing. Language Teaching Research, 24(4), 519-539. https://doi.org/10.1177/1362168818802469
Lalande, J. F. (1982). Reducing composition errors: An experiment. Modern Language Journal, 66, 140-149. https://doi.org/10.2307/326382
Lee, I. (1997). ESL learners' performance in error correction in writing: Some implications for teaching. System, 25(4), 465-477. https://doi.org/10.1016/S0346-251X(97)00045-6
Lee, I. (2008). Understanding teachers’ written feedback practices in Hong Kong secondary classrooms. Journal of Second Language Writing, 17(2), 69-85. http://dx.doi.org/10.1016/j.jslw.2007.10.001
Lee, I. (2009). Ten mismatches between teachers' beliefs and written feedback practice. ELT journal, 63(1), 13-22. https://doi.org/10.1093/elt/ccn010
Lee, I. (2010). Writing teacher education and teacher learning: Testimonies of four EFL teachers. Journal of Second Language Writing, 19(3), 143-157. https://doi.org/10.1016/j.jslw.2010.05.001
Lee, I. (2013). Research into practice: Written corrective feedback. Language Teaching, 46(1), 108-119. https://doi.org/10.1017/S0261444812000390
Lee, I. (2017). Classroom writing assessment and feedback in L2 school contexts. Springer.
Lee, I. (2020). Utility of focused/comprehensive written corrective feedback research for authentic L2 writing classrooms. Journal of Second Language Writing, 49, 1-7. https://doi.org/10.1016/j.jslw.2020.100734
Liu, Q. y Brown, D. (2015). Methodological synthesis of research on the effectiveness of corrective feedback in L2 writing. Journal of Second Language Writing, 30, 66-81. https://doi.org/10.1016/j.jslw.2015.08.011
LOMLOE (2020). Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la ley orgánica 2/2006, de 3 de mayo, de educación. Boletín Oficial del Estado, 30 de diciembre 2020, 122868-122953.
Martínez Esteban, N. y Roca de Larios, J. (2010). The use of models as a form of written feedback to secondary school pupils of English. International Journal of English Studies, 10, 143–170. https://doi.org/10.6018/ijes/2010/2/119241
Mao, S. S. y Crosthwaite, P. (2019). Investigating written corrective feedback: (Mis)alignment of teachers’ beliefs and practice. Journal of Second Language Writing, 45, 46-60. https://doi.org/10.1016/j.jslw.2019.05.004
Mao, Z., Lee, I. y Li, S. (2024). Written corrective feedback in second language writing: A synthesis of naturalistic classroom studies. Language Teaching, 1-29. https://doi.org/10.1017/S0261444823000393
Miao, J., Chang, J. y Ma, L. (2023). Research trends of written corrective feedback in L2 writing: A bibliometric analysis. SAGE Open, 13(1), 21582440221135172. https://doi.org/10.1177/21582440221135172
Min, H. T. (2006). The effects of trained peer review on EFL students’ revision types and writing quality. Journal of Second Language Writing, 15, 118–41. https://doi.org/10.1016/j.jslw.2006.01.003
Min, H. T. (2013). A case study of an EFL writing teacher's belief and practice about written feedback. System, 41(3), 625-638. https://doi.org/10.1016/j.system.2013.07.018
Montgomery, J. L. y Baker, W. (2007). Teacher-written feedback: Student perceptions, teacher self-assessment, and actual teacher performance. Journal of Second Language Writing, 16(2), 82-99. https://doi.org/10.1016/j.jslw.2007.04.002
Robb, T., S. Ross, & Shortreed., I. (1986). Salience of feedback on error and its effect on EFL writing quality. TESOL Quarterly, 20, 83-93. https://doi.org/10.2307/3586390
Polio, C. (2012). The relevance of second language acquisition theory to the written error correction debate. Journal of Second Language Writing, 21(4), 375-389. https://doi.org/10.1016/j.jslw.2012.09.004
Sachs, R. y Polio, C. (2007). Learners’ uses of two types of written feedback on a L2 writing revision task. Studies in Second Language Acquisition, 29(1), 67-100. https://doi.org/10.1017/S0272263107070039
Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255-283. https://doi.org/10.1002/j.1545-7249.2007.tb00059.x
Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(2), 203-234. https://doi.org/10.1017/S0272263109990507
Sheen, Y. (2011). Corrective feedback, individual differences and second language learning. Springer.
Sheen, Y., Wright, D. y Moldawa, D. (2009). Differential effects of focused and unfocused written correction on the accurate use of grammatical forms by adult ESL learners. System, 37(4), 556–569. https://doi.org/10.1016/j.system.2009.09.002
Storch, N. (2018). Written corrective feedback from sociocultural theoretical perspectives: A research agenda. Language Teaching, 51(2), 262-277. https://doi.org/10.1017/S0261444818000034
Tang, C. y Liu, Y.-T. (2018). Effects of indirect coded corrective feedback with and without short affective teacher comments on L2 writing performance, learner uptake and motivation. Assessing Writing, 35, 26-40. https://doi.org/10.1016/j.asw.2017.12.002
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46(2), 327-369. https://doi.org/10.1111/j.1467-1770.1996.tb01238.x
Van Beuningen, C. (2010). Corrective feedback in L2 writing: Theoretical perspectives, empirical insights, and future directions. International Journal of English Studies, 10(2), 1-27. https://hdl.handle.net/11245/1.346554
Yang, L. (2022). Focus and interaction in writing conferences for EFL writers. SAGE Open, 12(1), 1-13. https://doi.org/10.1177/21582440211058200
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2024 María Dolores García-Pastor, Carolina Grau Montesinos
Esta obra está bajo una licencia internacional Creative Commons Atribución-CompartirIgual 4.0.
Los autores que publican en esta revista están de acuerdo con los siguientes términos:
- El/la autor/a conserva los derechos de autoría y otorga a la revista el derecho de primera publicación de la obra.
- Los textos publicados en Didacticae están bajo una licencia Reconocimiento-Compartir igual 4.0 España de Creative Commons.
- Para poder mencionar los trabajos se debe citar la fuente (Didacticae) y el autor del texto.
- Didacticae no acepta ninguna responsabilidad por los puntos de vista y las declaraciones hechas por los autores en su trabajo.
