The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks
<p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-lang...
| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Universidad Nacional de Colombia
2013-10-01
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| Series: | Profile Issues in Teachers' Professional Development |
| Subjects: | |
| Online Access: | http://www.revistas.unal.edu.co/index.php/profile/article/view/40174 |
| _version_ | 1797763178177757184 |
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| author | Correa Pérez Roxanna Martínez Fuentealba Mariela Molina De La Barra María Silva Rojas Jessica Torres Cisternas Mirta |
| author_facet | Correa Pérez Roxanna Martínez Fuentealba Mariela Molina De La Barra María Silva Rojas Jessica Torres Cisternas Mirta |
| author_sort | Correa Pérez Roxanna |
| collection | DOAJ |
| description | <p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">The 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.</span></p><p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">El objetivo de este estudio es examinar el impacto de la retroalimentación, orientada a contenidos y organización, en escritos desarrollados por aprendices de inglés como lengua extranjera. El tipo de investigación es cualitativa y el diseño un estudio de casos. Un caso se conformó con tres estudiantes y una profesora, el segundo quedó compuesto por tres estudiantes y un profesor. En relación con los instrumentos, se utilizaron una entrevista estructurada, una tarea de escritura y el análisis documental. Los resultados muestran que los estudiantes se sienten motivados a reescribir una tarea de escritura cuando el profesor comenta las ideas y la organización de esta. Además se evidenció una mejora en los escritos de los estudiantes al incluir las sugerencias del profesor.</span></p> |
| first_indexed | 2024-03-12T19:37:53Z |
| format | Article |
| id | doaj.art-d3dc9206fc1b4b4ca089082fc1357f42 |
| institution | Directory Open Access Journal |
| issn | 1657-0790 |
| language | English |
| last_indexed | 2024-03-12T19:37:53Z |
| publishDate | 2013-10-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile Issues in Teachers' Professional Development |
| spelling | doaj.art-d3dc9206fc1b4b4ca089082fc1357f422023-08-02T04:04:15ZengUniversidad Nacional de ColombiaProfile Issues in Teachers' Professional Development1657-07902013-10-01152149163The Impact of Explicit Feedback on EFL High School Students Engaged in Writing TasksCorrea Pérez RoxannaMartínez Fuentealba MarielaMolina De La Barra MaríaSilva Rojas JessicaTorres Cisternas Mirta<p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">The 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.</span></p><p><span style="font-size: 10.0pt; font-family: ";Verdana";,";sans-serif";; mso-fareast-font-family: ";Times New Roman";; mso-fareast-theme-font: minor-fareast; mso-bidi-font-family: ";Times New Roman";; mso-ansi-language: EN-US; mso-fareast-language: ES-CO; mso-bidi-language: AR-SA;" lang="EN-US">El objetivo de este estudio es examinar el impacto de la retroalimentación, orientada a contenidos y organización, en escritos desarrollados por aprendices de inglés como lengua extranjera. El tipo de investigación es cualitativa y el diseño un estudio de casos. Un caso se conformó con tres estudiantes y una profesora, el segundo quedó compuesto por tres estudiantes y un profesor. En relación con los instrumentos, se utilizaron una entrevista estructurada, una tarea de escritura y el análisis documental. Los resultados muestran que los estudiantes se sienten motivados a reescribir una tarea de escritura cuando el profesor comenta las ideas y la organización de esta. Además se evidenció una mejora en los escritos de los estudiantes al incluir las sugerencias del profesor.</span></p>http://www.revistas.unal.edu.co/index.php/profile/article/view/40174Feedbackmotivationwritingwriting tasks |
| spellingShingle | Correa Pérez Roxanna Martínez Fuentealba Mariela Molina De La Barra María Silva Rojas Jessica Torres Cisternas Mirta The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks Profile Issues in Teachers' Professional Development Feedback motivation writing writing tasks |
| title | The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks |
| title_full | The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks |
| title_fullStr | The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks |
| title_full_unstemmed | The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks |
| title_short | The Impact of Explicit Feedback on EFL High School Students Engaged in Writing Tasks |
| title_sort | impact of explicit feedback on efl high school students engaged in writing tasks |
| topic | Feedback motivation writing writing tasks |
| url | http://www.revistas.unal.edu.co/index.php/profile/article/view/40174 |
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