Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students

Este artículo reporta un estudio de caso sobre retroalimentación en la evaluación oral de estudiantes de inglés de nivel intermedio en una universidad privada de Bogotá. Este estudio tuvo como objetivo analizar el proceso de retroalimentación realizado por docentes y estudiantes junto con sus percep...

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Autores:: Trujillo Flórez , Erica Fernanda

Tipo de recurso:: https://purl.org/coar/resource_type/c_7a1f

Fecha de publicación:: 2024

Institución:: Universidad El Bosque

Repositorio:: Repositorio U. El Bosque

Idioma:: eng

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dc.title.none.fl_str_mv	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
dc.title.translated.none.fl_str_mv	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
title	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
spellingShingle	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students Enseñanza de Idiomas Evaluación Habilidad Oral Percepciones Retroalimentación 378.12 Assessment Feedback Language Instruction Perceptions Speaking Skills
title_short	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
title_full	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
title_fullStr	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
title_full_unstemmed	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
title_sort	Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
dc.creator.fl_str_mv	Trujillo Flórez , Erica Fernanda
dc.contributor.advisor.none.fl_str_mv	Rodríguez Granados, Ingrid Johanna
dc.contributor.author.none.fl_str_mv	Trujillo Flórez , Erica Fernanda
dc.contributor.orcid.none.fl_str_mv	Trujillo Florez, Erica Fernanda [0000-0002-8614-4632]
dc.subject.none.fl_str_mv	Enseñanza de Idiomas Evaluación Habilidad Oral Percepciones Retroalimentación
topic	Enseñanza de Idiomas Evaluación Habilidad Oral Percepciones Retroalimentación 378.12 Assessment Feedback Language Instruction Perceptions Speaking Skills
dc.subject.ddc.none.fl_str_mv	378.12
dc.subject.keywords.none.fl_str_mv	Assessment Feedback Language Instruction Perceptions Speaking Skills
description	Este artículo reporta un estudio de caso sobre retroalimentación en la evaluación oral de estudiantes de inglés de nivel intermedio en una universidad privada de Bogotá. Este estudio tuvo como objetivo analizar el proceso de retroalimentación realizado por docentes y estudiantes junto con sus percepciones mediante la triangulación de datos y la teoría fundamentada. Los datos se recopilaron mediante la observación del proceso de retroalimentación durante y después de la evaluación, una entrevista con los profesores y un grupo focal de estudiantes. Los resultados mostraron que los estudiantes y profesores ven la retroalimentación como positiva, sin embargo, los estudiantes no conocen estrategias que les ayuden a usarla de manera efectiva después de haberla recibido; además, existe una brecha entre las percepciones de la retroalimentación por parte de profesores y estudiantes. Como conclusión, se propone desarrollar una estrategia de retroalimentación efectiva para la habilidad oral que reduzca estas brechas.
publishDate	2024
dc.date.accessioned.none.fl_str_mv	2024-06-18T20:30:32Z
dc.date.available.none.fl_str_mv	2024-06-18T20:30:32Z
dc.date.issued.none.fl_str_mv	2024-05
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dc.relation.references.none.fl_str_mv	Antón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annuals, 42(3), pp. 576-598. https://eric.ed.gov/?id=EJ859067 Álvarez, J. (2003). Aprender Con La Evaluación. Estudios de Humanidades y Ciencias Sociales, (10), 19-39. http://revistas.umce.cl/index.php/contextos/article/view/948 Box, C., Skoog, G., & Dabbs, J. M. (2015). A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment. American Educational Research Journal, 52(5), 956–983. https://doi.org/10.3102/0002831215587754 Brooks C, Huang Y, Hattie J, Carroll A and Burton R (2019) What Is My Next Step? School Students' Perceptions of Feedback. Front. Educ. (4). Doi: 10.3389/feduc.2019.00096 Brown, G. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy and Practice, 11(3), 301–318. https://doi.org/10.1080/0969594042000304609 Cambridge. (2024). International language standards. English Language Assessment. Castillo, S. & Cabrerizo, J. (2010). La práctica de la evaluación educativa : materiales e instrumentos. Pearson educación. Cruz, M., & Herrera, L.(2022). Assessment of students’ oral communicative competence in English through a web conferencing platform. Profile: Issues in Teachers’ Professional Development, 24(1), 143–156. https://doi.org/10.15446/profile.v24n1.91282 Dinham, S. (2008). How to get your school moving and improving: An evidence-based approach. Aust Council for Ed Research. Duque, J. (2021). Teachers’ assessment approaches regarding EFL students’ speaking skill. Profile: Issues in Teachers’ Professional Development, 23(1), 161–177. https://doi.org/10.15446/profile.v23n1.85964 Engler, S. (2021). The Routledge handbook of research methods in the study of religion. Routledge. Ginther, A. (2013). Assessment of speaking. In Oller, J. Jr. (Ed.), The Encyclopedia of Applied Linguistics (pp. 101-107). Blackwell Publishing Ltd. https://doi.org/10.1002/9781405198431.wbeal0882 Gómez, A., Hernández, E., & Perales, M. (2019). EFL teachers’ attitudes towards oral corrective feedback: A case study. Profile: Issues in Teachers’ Professional Development, 21(1), 107-120. https://doi.org/10.15446/profile.v21n1.69508. Gurzynski-Weiss, L., & Révész, A. (2012). Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning, 62(3), 851–879. https://doi.org/10.1111/j.1467-9922.2012.00716.x Hatch, J. (2002) Doing Qualitative Research in Education Settings Albany: State University of New York Press. Harmer, J. (2007). The Practice of English Language Teaching (6th ed.). Pearson. Harris, L. R., Brown, G. T., & Harnett, J. A. (2014). Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educ. Assess. Eval. Account, 26, 107–133. doi: 10.1007/s11092-013-9187-5 Kerr, P. (2017). Giving feedback on speaking. Part of Cambridge of the Papers in ELT series. Cambridge University Press. King, E. (2016). When do students benefit from performance feedback? A test of feedback intervention theory in speaking improvement. Communication Quarterly, 64(1), 1–15. https://doi.org/10.1080/01463373.2015.1078827 Lantolf, J., & Poehner, M. (2011). Dynamic assessment in the foreign language classroom: A teacher’s guide (2nd ed.). CALPER Publications. Lazaraton, A. (2001). Teaching Oral Skill. In M. Celse-Murcia (Ed.), Teaching English as second or Foreign language (pp. 103-115). Martinez, P. (2006). El método de estudio de caso Estrategia metodológica de la investigación científica. Pensamiento & Gestión, 20, 165–193. Mcmillan, J. (2003). Understanding and Improving Teachers’ Classroom Assessment Decision Making: Implications for Theory and Practice. Educational Measurement: Issues and Practice, 22(4), 34–43. Matthews, B., & Ross, L. (2010). Research Methods About The Authors: A practical guide for the social sciences. Pearson Education Limited. www.pearsoned.co.uk/matthews Mauranen, A. (2006). Signaling and preventing misunderstanding in English as lingua franca communication. International Journal of the Sociology of Language, 2006 (177), 123-150. https://doi.org/10.1515/IJSL.2006.008 Mendoza, L., & Bernal, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. Profile: Issues in Teachers’ Professional Development, 11(2), 55–70. https://revistas.unal.edu.co/index.php/profile/article/view/11442 Ministerio de Educación Nacional (MEN). (2014). Colombia very well, programa nacional de Inglés. https://www.mineducacion.gov.co/1759/articles 343837_Programa_Nacional_Ingles.pdf Munarriz, B. (23-24 abril 1991). Técnicas y métodos en Investigación cualitativa [sesión de congreso]. I Xornadas de Metodoloxía de Investigación Educativa. Universidada de Coruña. https://ruc.udc.es/dspace/handle/2183/8533 Poehner, M., & Wang, Z. (2021). Dynamic Assessment and second language development. Language Teaching, 54(4), 472-490. doi:10.1017/S0261444820000555. Putri, N. V. W., Munir, A., & Anam, S. (2021). Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback. Journal on English as a Foreign Language, 11(1), 42-60. https://doi.org/10.23971/jefl.v11i1.2237 Saeed Al-Sobhi, B. M., & Preece, A. S. (2018). Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions. International Journal of Education and Literacy Studies, 6(1), 1. https://doi.org/10.7575/aiac.ijels.v.6n.1p.1 Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science 18, 119–144. https://doi.org/10.1007/BF0011771 Santos, K. D. S., Ribeiro, M. C., Queiroga, D. E. U. D., Silva, I. A. P. D., & Ferreira, S. M. S. (2020). The use of multiple triangulations as a validation strategy in a qualitative study. Ciencia & saude coletiva, 25, 655-664. https://www.scielo.br/j/csc/a/kvr3D7Q3vsYjrFGLNprpttS/?format=pdf&lang=en Sañudo, L. E. (2006). La Ética En La Investigación Educativa. Hallazgos, 6, 83–98. Sakiroglu, U. (2020). Oral corrective feedback preferences of university students in English communication classes. International Journal of Research in Education and Science (IJRES), 6(1), 172–178. https://doi.org/10.46328/ijres.v6i1.806 Çimen, Ş. (2014). Exploring Efl Assessment In Turkey: Curriculum And Teacher Practices. International Online Journal of Education and Teaching (IOJET) (Vol. 2022, Issue 1). https://orcid.org/0000-0001-6840-6558 Tyler, R. (1949). Basic principles of curriculum and instruction. University of Chicago Press. Valdivia, S. (2014). Retroalimentación Efectiva en la Enseñanza Universitaria. En Blanco & Negro, 5(2), 20–24. https://revistas.pucp.edu.pe/index.php/enblancoynegro/article/view/11388 Vergara, L., Caraballo, J., Castellon, D., Vásquez, C, & Becker, E. (2019). Dynamic Assessment Approach in Language Teaching: A Review. Zona Próxima, 30, 82-99. https://doi.org/10.14482/zp.30.371.3 Yin, R. K. (1989). Case study research: Design and methods. Sage Publications.
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spelling	Rodríguez Granados, Ingrid JohannaTrujillo Flórez , Erica FernandaTrujillo Florez, Erica Fernanda [0000-0002-8614-4632]2024-06-18T20:30:32Z2024-06-18T20:30:32Z2024-05https://hdl.handle.net/20.500.12495/12369instname:Universidad El Bosquereponame:Repositorio Institucional Universidad El Bosquerepourl:https://repositorio.unbosque.edu.coEste artículo reporta un estudio de caso sobre retroalimentación en la evaluación oral de estudiantes de inglés de nivel intermedio en una universidad privada de Bogotá. Este estudio tuvo como objetivo analizar el proceso de retroalimentación realizado por docentes y estudiantes junto con sus percepciones mediante la triangulación de datos y la teoría fundamentada. Los datos se recopilaron mediante la observación del proceso de retroalimentación durante y después de la evaluación, una entrevista con los profesores y un grupo focal de estudiantes. Los resultados mostraron que los estudiantes y profesores ven la retroalimentación como positiva, sin embargo, los estudiantes no conocen estrategias que les ayuden a usarla de manera efectiva después de haberla recibido; además, existe una brecha entre las percepciones de la retroalimentación por parte de profesores y estudiantes. Como conclusión, se propone desarrollar una estrategia de retroalimentación efectiva para la habilidad oral que reduzca estas brechas.Especialista en Docencia UniversitariaEspecializaciónThis paper reports a case study on feedback in speaking assessment of English students in intermediate level at a private university in Bogotá. This study aimed at analyzing the feedback process carried out by teachers and students along with their perceptions by data triangulation and grounded theory. Data were gathered through observation of the feedback process during and after assessing speaking, a teachers’ interview and students’ focus group. Results showed that students and teachers see feedback as positive, however, learners do not know strategies that guide them on how to use feedback effectively after they receive it; also, there’s a gap between teachers' and students' perceptions on feedback. In conclusion, an effective feedback strategy for oral skill could be developed to narrow those gaps.application/pdfAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertoinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Enseñanza de IdiomasEvaluaciónHabilidad OralPercepcionesRetroalimentación378.12AssessmentFeedbackLanguage InstructionPerceptionsSpeaking SkillsFeedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English StudentsFeedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English StudentsEspecialización en Docencia UniversitariaUniversidad El BosqueFacultad de EducaciónTesis/Trabajo de grado - Monografía - Especializaciónhttps://purl.org/coar/resource_type/c_7a1fhttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesishttps://purl.org/coar/version/c_ab4af688f83e57aaAntón, M. (2009). Dynamic assessment of advanced second language learners. Foreign Language Annuals, 42(3), pp. 576-598. https://eric.ed.gov/?id=EJ859067Álvarez, J. (2003). Aprender Con La Evaluación. Estudios de Humanidades y Ciencias Sociales, (10), 19-39. http://revistas.umce.cl/index.php/contextos/article/view/948Box, C., Skoog, G., & Dabbs, J. M. (2015). A Case Study of Teacher Personal Practice Assessment Theories and Complexities of Implementing Formative Assessment. American Educational Research Journal, 52(5), 956–983. https://doi.org/10.3102/0002831215587754Brooks C, Huang Y, Hattie J, Carroll A and Burton R (2019) What Is My Next Step? School Students' Perceptions of Feedback. Front. Educ. (4). Doi: 10.3389/feduc.2019.00096Brown, G. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy and Practice, 11(3), 301–318. https://doi.org/10.1080/0969594042000304609Cambridge. (2024). International language standards. English Language Assessment.Castillo, S. & Cabrerizo, J. (2010). La práctica de la evaluación educativa : materiales e instrumentos. Pearson educación.Cruz, M., & Herrera, L.(2022). Assessment of students’ oral communicative competence in English through a web conferencing platform. Profile: Issues in Teachers’ Professional Development, 24(1), 143–156. https://doi.org/10.15446/profile.v24n1.91282Dinham, S. (2008). How to get your school moving and improving: An evidence-based approach. Aust Council for Ed Research.Duque, J. (2021). Teachers’ assessment approaches regarding EFL students’ speaking skill. Profile: Issues in Teachers’ Professional Development, 23(1), 161–177. https://doi.org/10.15446/profile.v23n1.85964Engler, S. (2021). The Routledge handbook of research methods in the study of religion. Routledge.Ginther, A. (2013). Assessment of speaking. In Oller, J. Jr. (Ed.), The Encyclopedia of Applied Linguistics (pp. 101-107). Blackwell Publishing Ltd. https://doi.org/10.1002/9781405198431.wbeal0882Gómez, A., Hernández, E., & Perales, M. (2019). EFL teachers’ attitudes towards oral corrective feedback: A case study. Profile: Issues in Teachers’ Professional Development, 21(1), 107-120. https://doi.org/10.15446/profile.v21n1.69508.Gurzynski-Weiss, L., & Révész, A. (2012). Tasks, Teacher Feedback, and Learner Modified Output in Naturally Occurring Classroom Interaction. Language Learning, 62(3), 851–879. https://doi.org/10.1111/j.1467-9922.2012.00716.xHatch, J. (2002) Doing Qualitative Research in Education Settings Albany: State University of New York Press.Harmer, J. (2007). The Practice of English Language Teaching (6th ed.). Pearson.Harris, L. R., Brown, G. T., & Harnett, J. A. (2014). Understanding classroom feedback practices: a study of New Zealand student experiences, perceptions, and emotional responses. Educ. Assess. Eval. Account, 26, 107–133. doi: 10.1007/s11092-013-9187-5Kerr, P. (2017). Giving feedback on speaking. Part of Cambridge of the Papers in ELT series. Cambridge University Press.King, E. (2016). When do students benefit from performance feedback? A test of feedback intervention theory in speaking improvement. Communication Quarterly, 64(1), 1–15. https://doi.org/10.1080/01463373.2015.1078827Lantolf, J., & Poehner, M. (2011). Dynamic assessment in the foreign language classroom: A teacher’s guide (2nd ed.). CALPER Publications.Lazaraton, A. (2001). Teaching Oral Skill. In M. Celse-Murcia (Ed.), Teaching English as second or Foreign language (pp. 103-115).Martinez, P. (2006). El método de estudio de caso Estrategia metodológica de la investigación científica. Pensamiento & Gestión, 20, 165–193.Mcmillan, J. (2003). Understanding and Improving Teachers’ Classroom Assessment Decision Making: Implications for Theory and Practice. Educational Measurement: Issues and Practice, 22(4), 34–43.Matthews, B., & Ross, L. (2010). Research Methods About The Authors: A practical guide for the social sciences. Pearson Education Limited. www.pearsoned.co.uk/matthewsMauranen, A. (2006). Signaling and preventing misunderstanding in English as lingua franca communication. International Journal of the Sociology of Language, 2006 (177), 123-150. https://doi.org/10.1515/IJSL.2006.008Mendoza, L., & Bernal, R. (2009). Language Testing in Colombia: A Call for More Teacher Education and Teacher Training in Language Assessment. Profile: Issues in Teachers’ Professional Development, 11(2), 55–70. https://revistas.unal.edu.co/index.php/profile/article/view/11442Ministerio de Educación Nacional (MEN). (2014). Colombia very well, programa nacional de Inglés. https://www.mineducacion.gov.co/1759/articles 343837_Programa_Nacional_Ingles.pdfMunarriz, B. (23-24 abril 1991). Técnicas y métodos en Investigación cualitativa [sesión de congreso]. I Xornadas de Metodoloxía de Investigación Educativa. Universidada de Coruña. https://ruc.udc.es/dspace/handle/2183/8533Poehner, M., & Wang, Z. (2021). Dynamic Assessment and second language development. Language Teaching, 54(4), 472-490. doi:10.1017/S0261444820000555.Putri, N. V. W., Munir, A., & Anam, S. (2021). Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback. Journal on English as a Foreign Language, 11(1), 42-60. https://doi.org/10.23971/jefl.v11i1.2237Saeed Al-Sobhi, B. M., & Preece, A. S. (2018). Teaching English Speaking Skills to the Arab Students in the Saudi School in Kuala Lumpur: Problems and Solutions. International Journal of Education and Literacy Studies, 6(1), 1. https://doi.org/10.7575/aiac.ijels.v.6n.1p.1Sadler, R. (1989). Formative assessment and the design of instructional systems. Instructional Science 18, 119–144. https://doi.org/10.1007/BF0011771Santos, K. D. S., Ribeiro, M. C., Queiroga, D. E. U. D., Silva, I. A. P. D., & Ferreira, S. M. S. (2020). The use of multiple triangulations as a validation strategy in a qualitative study. Ciencia & saude coletiva, 25, 655-664. https://www.scielo.br/j/csc/a/kvr3D7Q3vsYjrFGLNprpttS/?format=pdf&lang=enSañudo, L. E. (2006). La Ética En La Investigación Educativa. Hallazgos, 6, 83–98.Sakiroglu, U. (2020). Oral corrective feedback preferences of university students in English communication classes. International Journal of Research in Education and Science (IJRES), 6(1), 172–178. https://doi.org/10.46328/ijres.v6i1.806Çimen, Ş. (2014). Exploring Efl Assessment In Turkey: Curriculum And Teacher Practices. International Online Journal of Education and Teaching (IOJET) (Vol. 2022, Issue 1). https://orcid.org/0000-0001-6840-6558Tyler, R. (1949). Basic principles of curriculum and instruction. University of Chicago Press.Valdivia, S. (2014). Retroalimentación Efectiva en la Enseñanza Universitaria. En Blanco & Negro, 5(2), 20–24. https://revistas.pucp.edu.pe/index.php/enblancoynegro/article/view/11388Vergara, L., Caraballo, J., Castellon, D., Vásquez, C, & Becker, E. (2019). Dynamic Assessment Approach in Language Teaching: A Review. Zona Próxima, 30, 82-99. https://doi.org/10.14482/zp.30.371.3Yin, R. K. (1989). Case study research: Design and methods. 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Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students

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