Percepción y reacción de estudiantes universitarios hacia distintos tipos de feedback correctivo escrito

Mabel Ortiz Navarrete; Mabel Andrea Ortiz

Percepción y reacción de estudiantes universitarios hacia distintos tipos de feedback correctivo escrito

Bocaz, Fabiola ^[1] ; Ortiz, Mabel Andrea ^[2]
1. [1] Universidad del Bío-Bío
  
  Universidad del Bío-Bío
  
  Comuna de Concepción, Chile
2. [2] Universidad Católica de la Santísima Concepción
  
  Universidad Católica de la Santísima Concepción
  
  Comuna de Concepción, Chile
Localización: Círculo de lingüística aplicada a la comunicación, ISSN-e 1576-4737, Nº. 103, 2025 (Ejemplar dedicado a: Monográfico: Neología y terminología en ciencias de la salud: variación y análisis multidimensional del discurso biomédico. Aplicación al ámbito de la Salud Reproductiva para la alfabetización en salud y la igualdad de género), págs. 163-176
Idioma: español
DOI: 10.5209/clac.83277
Títulos paralelos:
- Perception and response of university students to different types of written corrective feedback
Enlaces
- Texto completo
Resumen
- español
  El presente estudio tiene como objetivo examinar la percepción de un grupo de estudiantes chilenos frente a distintos tipos de feedback correctivo escrito, entregado por el profesor a sus escritos académicos en inglés. El tipo de estudio correspondió a uno de alcance descriptivo correlacional. La muestra estuvo constituida por 31 estudiantes de tercer año de una universidad pública chilena y el corpus analizado, comprendió 15 abstracts escritos en inglés. Los resultados indican que los sujetos demuestran una percepción positiva y una reacción mayormente favorable hacia al feedback correctivo escrito directo. Por otra parte, los resultados también demuestran que existe una relación entre el rendimiento académico y algunos tipos de feedback
- English
  The objective of this study was to examine the perception of a group of Chilean students regarding the different types of written corrective feedback delivered by the teacher in their academic writings in English. The type of study used corresponded to a descriptive correlational method. The sample consisted of 31 third-year students from a Chilean public university and the analyzed corpus comprised 15 abstracts written in English. The results indicated that the students showed a positive perception towards direct written corrective feedback. In addition, a favorable reaction is observed by the students for the written corrective feedback. On the other hand, the results also showed that there is a relationship between performance and some types of feedback.
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