Uso del feedback correctivo indirecto metalingüístico y su efecto en la adquisición de aspectos gramaticales en estudiantes de pedagogía en inglés de una universidad chilena

• ortiz, mabel andrea ^[1] ; Fuica, María Angelica ^[2] ; Saez, Lorena Alejandre ^[1]
  1. [1] Universidad Católica de la Santísima Concepción

     Universidad Católica de la Santísima Concepción

     Comuna de Concepción, Chile

     
  2. [2] Universidad Católica de la Ssma Concepcion
• Localización: Educación: revista de la Universida de Costa Rica, ISSN 0379-7082, ISSN-e 2215-2644, Vol. 43, Nº. 2, 2019 (Ejemplar dedicado a: Revista Educación (julio-diciembre)), págs. 159-174
• Idioma: español
• DOI: 10.15517/revedu.v43i2.31933
• Títulos paralelos:
  • Indirect Metalinguistic Corrective Feedback and its Effect on Grammar Acquisition in EFL Preservice Teachers at a Chilean University
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    El presente artículo tiene como objetivo dar a conocer los resultados de un estudio enfocado en el impacto del feedback correctivo indirecto metalingüístico en la adquisición de aspectos gramaticales en inglés. El diseño de la investigación correspondió a un pre-experimento, cuya muestra fue constituida por 20 estudiantes de tercer año de un programa de formación de profesorado de inglés de una universidad chilena. El tratamiento consistió en la producción de cuatro ensayos argumentativos breves y la provisión de feedback correctivo indirecto sobre los errores gramaticales encontrados en cada uno de ellos. Después de la provisión de feedback, el estudiantado corregía sus errores y escribían un nuevo texto. Al comienzo y al final del tratamiento, se aplicó un test para observar si hubo una reducción en el número de errores gramaticales después de la intervención. Los resultados muestran que hubo una reducción estadísticamente significativa en el número de errores gramaticales después del tratamiento.

  • English

    This article reveals finding from a study on the impact of indirect metalinguistic corrective feedback on English grammar acquisition. The study followed a pre-experimental design with a sample of 20 third-year students of a Program for Teaching English as a Foreign Language at a  Chilean university. The sample group was asked to write four short argumentative essays for which they received indirect corrective feedback pertaining to grammatical errors observed and then proceeded to rewrite the essays based on the feedback provided. Students were also tested before and after completion of the study, revealing that  the number of grammatical errors in their writing composition significantly declined in the latter situation.

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