Teachers' and students' perceptions of formative feedback on L2 writing
This sequential explanatory mixed-methods research explored Colombian EFL teachers and students ' perceptions of feedback on writing in a foreign language. It gave a comprehensive account of the issue studied based on the data collected from different sources, such as surveys, focus groups, arc...
- Autores:
-
Agudelo Soto, Katherine Eliana
- Tipo de recurso:
- Fecha de publicación:
- 2016
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/13517
- Acceso en línea:
- http://hdl.handle.net/1992/13517
- Palabra clave:
- Adquisición de segundo lenguaje - Investigaciones
Inglés - Retórica - Investigaciones
Lenguas y Cultura
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by/4.0/
| Summary: | This sequential explanatory mixed-methods research explored Colombian EFL teachers and students ' perceptions of feedback on writing in a foreign language. It gave a comprehensive account of the issue studied based on the data collected from different sources, such as surveys, focus groups, archival documents, artifacts and observations. Additionally, it served as a basis for further research on writing and assessment in foreign language leaming, giving recommendations to teachers and admimstrators regarding the use of formative feedback. |
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