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EFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive study

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dc.citation.issue23
dc.citation.volume6
dc.contributor.authorLira Gonzales, Maria Lourdes
dc.contributor.authorLira de Tejeda, Martha
dc.contributor.authorTolentino Krous, Janna
dc.contributor.authorVasquez, Dora
dc.date.accessioned2018-05-30T20:36:49Z
dc.date.available2018-05-30T20:36:49Z
dc.date.issued2018-09
dc.description.abstractThis study explored the EFL teachers’ written corrective feedback (CF) techniques and their EFL students’ ability to integrate the CF while revising their texts. A total of 72 EFL students and 4 EFL teachers participated in this study. The data were collected through explicitation interviews administered to teachers and students, as well as through students’ written productions. A content analysis was carried out employing three pre-established categories: types of students’ errors (Guénette & Lyster, 2013), types of teachers’ feedback (Guénette, 2010), and types of students’ revisions (Ferris, 2006). Results showed that error identification with error code was the most frequent type of written CF used by the two teachers in the pre intermediate groups and one of the teachers in the upper intermediate group; whereas, the other teacher in the upper intermediate group used mainly direct error correction without comment when providing feedback. In addition, results showed that although students from different levels undertook revisions of their errors in different ways, most were ultimately able to correct their errorses_ES
dc.description.peer-reviewRevisado por pareses_ES
dc.formatapplication/pdfes_ES
dc.identifier.citationLira Gonzales, M. L., Lira de Tejeda, M., Tolentino Krous, J., & Vasquez, D. (2018). EFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive study. International Journal of Foreign Language Teaching and Research, 6(23), 11-22.es_ES
dc.identifier.issn2322-3898
dc.identifier.issn2322-3900
dc.identifier.journalInternational Journal of Foreign Language Teaching & Research
dc.identifier.urihttps://hdl.handle.net/20.500.14005/3239
dc.identifier.urihttp://jfl.iaun.ac.ir/article_60809.html
dc.language.isospaes_ES
dc.publisherIslamic Azad Universityes_ES
dc.relation.ispartofInternational Journal of Foreign Language Teaching & Research
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceUniversidad San Ignacio de Loyolaes_ES
dc.sourceRepositorio Institucional - USILes_ES
dc.subjectWritten languageen
dc.subjectForeign languagesen
dc.subjectEnseñanza de idiomases_ES
dc.subjectLanguage instructionen
dc.subjectEnseñanza de una segunda lenguaes_ES
dc.titleEFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive studyes_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dspace.entity.typePublication
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