Preferencias de retroalimentación correctiva de estudiantes de primaria y universidad
DOI:
https://doi.org/10.35381/r.k.v5i9.668Keywords:
Obtención, refundiciones, retroalimentación correctiva.Abstract
La retroalimentación correctiva ha atraído cada vez más atención, ya que ocupa un lugar importante en el proceso de enseñanza y aprendizaje de idiomas (Kim, 2004). A este respecto, Sheen y Ellis (2011) definen la retroalimentación correctiva como "la retroalimentación que los alumnos reciben sobre los errores lingüísticos que hacen en su producción oral o escrita en un segundo idioma (L2)" (p. 593). El objetivo principal de este estudio es investigar los tipos de retroalimentación correctiva más y menos preferidos por los estudiantes de primaria y universitarios. Los participantes del estudio determinados por el método de muestreo de conveniencia que comprenden 50 alumnos de primaria y 50 universitarios. Los estudiantes deben marcar los tipos de comentarios que prefieren cuando cometen errores. Los resultados indican que los cambios y las preguntas directas son los tipos de comentarios más favorecidos elegidos por los estudiantes a pesar de la brecha en el nivel de competencia.
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