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

dc.citation.issue 23
dc.citation.volume 6
dc.contributor.author Lira Gonzales, Maria Lourdes
dc.contributor.author Lira de Tejeda, Martha
dc.contributor.author Tolentino Krous, Janna
dc.contributor.author Vasquez, Dora
dc.date.accessioned 2018-05-30T20:36:49Z
dc.date.available 2018-05-30T20:36:49Z
dc.date.issued 2018-09
dc.description.abstract This 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 errors es_ES
dc.description.peer-review Revisado por pares es_ES
dc.format application/pdf es_ES
dc.identifier.citation Lira 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.issn 2322-3898
dc.identifier.issn 2322-3900
dc.identifier.journal International Journal of Foreign Language Teaching & Research
dc.identifier.uri https://repositorio.usil.edu.pe/handle/usil/3239
dc.identifier.uri http://jfl.iaun.ac.ir/article_60809.html
dc.language.iso spa es_ES
dc.publisher Islamic Azad University es_ES
dc.relation.ispartof International Journal of Foreign Language Teaching & Research
dc.rights info:eu-repo/semantics/openAccess es_ES
dc.rights.uri https://creativecommons.org/licenses/by-nc-nd/4.0/ es_ES
dc.source Universidad San Ignacio de Loyola es_ES
dc.source Repositorio Institucional - USIL es_ES
dc.subject Written language en
dc.subject Foreign languages en
dc.subject Enseñanza de idiomas es_ES
dc.subject Language instruction en
dc.subject Enseñanza de una segunda lengua es_ES
dc.title EFL Teachers’ Corrective Feedback and Students’ Revision in a Peruvian University: A descriptive study es_ES
dc.type info:eu-repo/semantics/article es_ES
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