Palabras clave
EFL
retroalimentación
Cuenca
Ecuador
escritura
párrafos
Cómo citar
Resumen
Hattie y Timperley (2007) definen la retroalimentación como el resultado en el que un agente, como un maestro, proporciona información sobre los aspectos de la comprensión de la persona. La estrategia de retroalimentación que se implementó en este estudio fue mini conferencias de docente en clase. Esta estrategia consiste en actividades previas a la escritura y a la generación de ideas donde el maestro discute con toda la clase e ilustra qué habilidad deben usar los estudiantes (Grabe y Kaplan, 1996). El estudio se realizó en una escuela pública en la ciudad de Cuenca, Ecuador, con estudiantes que aprendían inglés como lengua extranjera (EFL). Consistió en un grupo de intervención (n = 36) y un grupo de control (n = 31). El estudio se realizó durante la primera unidad didáctica (seis semanas) del año escolar 2019-2020 donde los estudiantes produjeron un total de cinco párrafos. El primer párrafo cumplió el propósito de pretest, mientras que el último párrafo fue el post test. La prueba de signos de Wilcox se utilizó para la comparación entre muestras relacionadas (Pre - post) y la prueba de U-Mann Whitney para muestras independientes. Los datos se procesaron a través de SPSS 25.
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Derechos de autor 2020 Paul Ismael Siguenza, María-Isabel Espinoza