The feedback process on academic writing in English: perceptions of university teachers
Many studies in the field of academic writing have focused on studying written teacher feedback (WTF) on texts written by students of English as a Second Language (ESL). One line of research within this field has been the analysis of teachers’ and students’ perceptions and attitudes toward WTF. The...
| Autores: | ; |
|---|---|
| Tipo de documento: | Artículo |
| Estado: | Published version |
| Fecha de publicación: | 2018 |
| País: | Brasil |
| Institución: | IMED |
| Repositorio: | Revista Brasileira de Ensino Superior |
| Lenguaje: | Español |
| OAI Identifier: | oai:ojs.imed1.tempsite.ws:article/2462 |
| Acceso en línea: | https://seer.atitus.edu.br/index.php/REBES/article/view/2462 |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | Feedback; Writing; English as a second language; Teacher perceptions Devolución; Feedback; Escritura; Inglés como lengua extranjera; Percepciones docentes |
| _version_ | 1878753665814102016 |
|---|---|
| author | López Casoli, Marina |
| author2 | Berardo, Eliana |
| author2_role | author |
| author_browse | Berardo, Eliana López Casoli, Marina |
| author_facet | López Casoli, Marina Berardo, Eliana |
| author_role | author |
| collection | Revista Brasileira de Ensino Superior |
| description | Many studies in the field of academic writing have focused on studying written teacher feedback (WTF) on texts written by students of English as a Second Language (ESL). One line of research within this field has been the analysis of teachers’ and students’ perceptions and attitudes toward WTF. The objective of this qualitative investigation is to analyze teachers’ perceptions about their WTF practices with spanish-speaking students in the English Teacher Training Program at Universidad Nacional de Mar del Plata, Argentina, on their written productions in ESL. Different writing instructors in the program were surveyed on several forms of TWF. Results show that teachers prefer holistic feedback on the organization and coherence of ideas as well as on linguistic aspects rather than selective feedback. Teachers also take into account the emotional impact on the students of their WTF practices, which are determined by factors such as lack of time and the clarity of the different kinds of comments. Finally, they agree on the educational power of TWF as they believe its conducive to learning and helps students become autonomous learners. These results reveal the importance of explaining to the students the WTF criteria prior to writing in order to make it more effective. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | BR_3a4b97a6faa2182dccf1a23dde2ed395 |
| institution | IMED |
| instname_str | Faculdade Meridional (IMED) |
| language | spa |
| network_acronym_str | BR |
| network_name_str | Brasil |
| oai_identifier_str | oai:ojs.imed1.tempsite.ws:article/2462 |
| publishDate | 2018 |
| publishDateSort | 2018 |
| publisher | Complexo de Ensino Superior Meridional S.A. |
| publisherStr | Complexo de Ensino Superior Meridional S.A. |
| reponame_str | Revista Brasileira de Ensino Superior |
| spelling | The feedback process on academic writing in English: perceptions of university teachers El proceso de devolución sobre la escritura académica en inglés: percepciones de docentes universitarios López Casoli, Marina Berardo, Eliana Feedback; Writing; English as a second language; Teacher perceptions Devolución; Feedback; Escritura; Inglés como lengua extranjera; Percepciones docentes Many studies in the field of academic writing have focused on studying written teacher feedback (WTF) on texts written by students of English as a Second Language (ESL). One line of research within this field has been the analysis of teachers’ and students’ perceptions and attitudes toward WTF. The objective of this qualitative investigation is to analyze teachers’ perceptions about their WTF practices with spanish-speaking students in the English Teacher Training Program at Universidad Nacional de Mar del Plata, Argentina, on their written productions in ESL. Different writing instructors in the program were surveyed on several forms of TWF. Results show that teachers prefer holistic feedback on the organization and coherence of ideas as well as on linguistic aspects rather than selective feedback. Teachers also take into account the emotional impact on the students of their WTF practices, which are determined by factors such as lack of time and the clarity of the different kinds of comments. Finally, they agree on the educational power of TWF as they believe its conducive to learning and helps students become autonomous learners. These results reveal the importance of explaining to the students the WTF criteria prior to writing in order to make it more effective. Muchas investigaciones dentro del área de la escritura académica se han abocado a estudiar las prácticas de devolución docente escrita (DDE) o feedback sobre los textos escritos por alumnos de inglés como lengua extranjera (ILE). Una veta investigativa dentro de esta temática ha sido el análisis de las percepciones y actitudes de docentes y alumnos sobre la DDE. El objetivo de este estudio cualitativo es analizar las percepciones del docente sobre sus prácticas de devolución provista a estudiantes hispanoparlantes de la carrera de Profesorado de Inglés de la Universidad Nacional de Mar del Plata, Argentina, sobre su escritura en ILE. Para ello se encuestó a diferentes docentes de escritura de la carrera sobre distintas modalidades de DDE. Los resultados indican que los docentes prefieren una devolución holística sobre aspectos tanto organizativos y de coherencia de ideas como lingüísticos en lugar de selectiva. Además tienen en cuenta el impacto emocional que sus prácticas de DDE pueden tener en el alumno, siendo la claridad de los tipos de comentarios y la falta de tiempo dos factores que determinan dichas prácticas. Por último, coinciden en el poder educativo de la DDE puesto que ayuda a los alumnos a aprender y a devenir en aprendices autónomos. Los resultados revelan la importancia de explicar a los alumnos los criterios de DDE a priori para lograr una mejor efectividad de la misma. Complexo de Ensino Superior Meridional S.A. https://seer.atitus.edu.br/index.php/REBES/article/view/2462 10.18256/2447-3944.2018.v4i2.2462 |
| spellingShingle | The feedback process on academic writing in English: perceptions of university teachers López Casoli, Marina Feedback; Writing; English as a second language; Teacher perceptions Devolución; Feedback; Escritura; Inglés como lengua extranjera; Percepciones docentes |
| status_str | publishedVersion |
| title | The feedback process on academic writing in English: perceptions of university teachers |
| title_full | The feedback process on academic writing in English: perceptions of university teachers |
| title_fullStr | The feedback process on academic writing in English: perceptions of university teachers |
| title_full_unstemmed | The feedback process on academic writing in English: perceptions of university teachers |
| title_short | The feedback process on academic writing in English: perceptions of university teachers |
| title_sort | The feedback process on academic writing in English: perceptions of university teachers |
| topic | Feedback; Writing; English as a second language; Teacher perceptions Devolución; Feedback; Escritura; Inglés como lengua extranjera; Percepciones docentes |
| topic_facet | Feedback; Writing; English as a second language; Teacher perceptions Devolución; Feedback; Escritura; Inglés como lengua extranjera; Percepciones docentes |
| url | https://seer.atitus.edu.br/index.php/REBES/article/view/2462 |