Retroalimentacion en la escritura de L2: Preferencias de aprendientes de inglés

Abstract

A questionnaire about the preferences and reactions of 14 students techniques to correct paragraphs was devised. Seven techniques for giving feedback were implemented: peer correction; reformulating; conferencing; self correction; correction symbols; direct correction and group correction. The final questionnaire indicates an increase in understanding the role of feedback in writing. Guided and meaningful correction appears to have helped subjects focus on specific aspects of the text at different level: micro (spelling; grammar) and macro (organization; ideas). Besides; it motivated self-criticism.