The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students’ Writing Proficiency in Higher Education

  1. Luisa María González Rodríguez
  2. Pedro Álvarez Mosquera
Revista:
Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

ISSN: 0210-6124

Año de publicación: 2020

Volumen: 42

Número: 1

Páginas: 120-142

Tipo: Artículo

DOI: 10.28914/ATLANTIS-2020-42.1.07 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Atlantis: Revista de la Asociación Española de Estudios Anglo-Norteamericanos

Objetivos de desarrollo sostenible

Resumen

Aunque la eficacia del feedback sobre la competencia escrita de los estudiantes de una lengua extranjera ha sido ampliamente analizada y ha suscitado una gran controversia entre defensores y detractores, todavía es posible investigar en mayor profundidad cómo puede integrarse en el proceso de aprendizaje para mejorar la producción escrita del alumnado. Este artículo demuestra las ventajas de combinar el feedback con la instrucción explícita de las convenciones retóricas para mejorar la competencia escrita del alumnado en el contexto de la educación superior. En un estudio longitudinal de la producción escrita de cuatro grupos de estudiantes se investigaron tres variables: el efecto del feedback, el efecto de la instrucción explícita y la combinación de ambos, junto con un grupo de control que no recibió tratamiento. Los alumnos fueron asignados a cada grupo en base a la asistencia y a las tareas realizadas y se compararon los resultados de los análisis de la producción escrita de cada grupo, los cuales confirman que el grupo que recibió un tratamiento combinado obtuvo mejores notas y demostró un mayor dominio de las microdestrezas. Además, se demostró que ni el feedback ni la instrucción explícita por separado son tan eficaces para mejorar la competencia escrita como la combinación de ambos.

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