Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned
We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers....
- Autores:
-
Tolosa, Constanza
Ordóñez, Claudia Lucía
Alfonso, Tania
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2015
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/52529
- Acceso en línea:
- https://repositorio.unal.edu.co/handle/unal/52529
http://bdigital.unal.edu.co/46875/
- Palabra clave:
- Applied Linguistics
EFL
Collaborative on-line learning
foreign language learning
foreign language writing
online teaching and learning
- Rights
- openAccess
- License
- Atribución-NoComercial 4.0 Internacional
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Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
| title |
Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
| spellingShingle |
Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned Applied Linguistics EFL Collaborative on-line learning foreign language learning foreign language writing online teaching and learning |
| title_short |
Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
| title_full |
Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
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Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
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Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
| title_sort |
Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned |
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Tolosa, Constanza Ordóñez, Claudia Lucía Alfonso, Tania |
| dc.contributor.author.spa.fl_str_mv |
Tolosa, Constanza Ordóñez, Claudia Lucía Alfonso, Tania |
| dc.subject.proposal.spa.fl_str_mv |
Applied Linguistics EFL Collaborative on-line learning foreign language learning foreign language writing online teaching and learning |
| topic |
Applied Linguistics EFL Collaborative on-line learning foreign language learning foreign language writing online teaching and learning |
| description |
We report on an exploratory study comparing the performance as online tutors of two groups of beginner eleven-year-old students of English in Colombia and Spanish in New Zealand. The native speaker students of the foreign language the others were learning corrected paragraphs written by their peers. The feedback provided by each group of tutors was analyzed for (1) language corrected, (2) input on errors, and (3) types of feedback provided. We found that both Colombian and New Zealand tutors willingly provided corrections to their peers and used other feedback strategies to foster attention to linguistic form. The Colombian tutors identified a higher number of errors, but the New Zealanders provided more detailed comments. We draw lessons from the exploration.Éste es un estudio exploratorio en el que comparamos el desempeño como tutores-en-línea de dos grupos de niños de 11 años, principiantes en inglés en Colombia y español en Nueva Zelanda. Como nativos de la lengua extranjera que los otros aprendían, cada grupo corrigió párrafos de sus compañeros. Las correcciones se analizaron buscando (1) lenguaje corregido, (2) frecuencia y (3) tipos de correcciones. Encontramos que todos los tutores indicaron gustosamente correcciones a sus compañeros y utilizaron otras estrategias para llamar su atención hacia la forma del lenguaje. Los tutores colombianos identificaron más errores, pero los tutores neozelandeses produjeron comentarios más detallados. Concluimos extrayendo algunas lecciones de la exploración. |
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2015 |
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2015-01-23 |
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2019-06-29T14:38:52Z |
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2019-06-29T14:38:52Z |
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Artículo de revista |
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info:eu-repo/semantics/article |
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https://repositorio.unal.edu.co/handle/unal/52529 |
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Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional Development PROFILE Issues in Teachers' Professional Development |
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Tolosa, Constanza and Ordóñez, Claudia Lucía and Alfonso, Tania (2015) Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned. PROFILE Issues in Teachers' Professional Development; Vol. 17, núm. 1 (2015): PROFILE Journal Vol. 17 No. 1: Issues in Teachers' Professional Development; 73-86 PROFILE Issues in Teachers' Professional Development; Vol. 17, núm. 1 (2015): PROFILE Journal . |
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Derechos reservados - Universidad Nacional de Colombia |
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We found that both Colombian and New Zealand tutors willingly provided corrections to their peers and used other feedback strategies to foster attention to linguistic form. The Colombian tutors identified a higher number of errors, but the New Zealanders provided more detailed comments. We draw lessons from the exploration.Éste es un estudio exploratorio en el que comparamos el desempeño como tutores-en-línea de dos grupos de niños de 11 años, principiantes en inglés en Colombia y español en Nueva Zelanda. Como nativos de la lengua extranjera que los otros aprendían, cada grupo corrigió párrafos de sus compañeros. Las correcciones se analizaron buscando (1) lenguaje corregido, (2) frecuencia y (3) tipos de correcciones. Encontramos que todos los tutores indicaron gustosamente correcciones a sus compañeros y utilizaron otras estrategias para llamar su atención hacia la forma del lenguaje. Los tutores colombianos identificaron más errores, pero los tutores neozelandeses produjeron comentarios más detallados. Concluimos extrayendo algunas lecciones de la exploración.application/pdfspaUniversidad Nacional de Colombia, Facultad de Ciencias Humanashttp://revistas.unal.edu.co/index.php/profile/article/view/41858Universidad Nacional de Colombia Revistas electrónicas UN PROFILE Issues in Teachers' Professional DevelopmentPROFILE Issues in Teachers' Professional DevelopmentTolosa, Constanza and Ordóñez, Claudia Lucía and Alfonso, Tania (2015) Online peer feedback between colombian and new zealand fl beginners: a comparison and lessons learned. 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