Retroalimentación entre pares y desarrollo de la producción oral en estudiantes de formación docente en EFL (UNEMI)
DOI:
https://doi.org/10.51247/pdlc.v7i3.775Palabras clave:
retroalimentación entre pares, producción oral, formación docente, EFL, evaluación formativaResumen
Este estudio analiza el efecto de un modelo cíclico de retroalimentación entre pares en el desarrollo de la producción oral de docentes en formación en inglés como lengua extranjera en una universidad ecuatoriana. Se empleó un diseño cuasi-experimental pretest–postest con 44 estudiantes de pregrado durante un semestre académico. Los participantes realizaron tareas orales mediadas por video, acompañadas de evaluación entre pares basada en rúbrica y procesos de revisión. Los resultados cuantitativos evidenciaron mejoras estadísticamente significativas en fluidez, pronunciación, rango léxico y estrategias interaccionales. Los hallazgos sugieren que la retroalimentación estructurada entre pares puede contribuir al fortalecimiento de la competencia comunicativa oral en contextos de formación docente con limitaciones de recursos
Descargas
Referencias
Carless, D., & Winstone, N. (2020). Teacher feedback literacy and student engagement with feedback. Teaching in Higher Education, 25(6), 1–15. https://doi.org/10.1080/13562517.2020.1782372
Chen, H., Wang, J., & Song, W. (2022). Impact of online peer assessment on reflective writing performance: Based on SNA and assessment emotion analysis. In Proceedings of the 2022 6th International Conference on Education and E-Learning (pp. 142–149). ACM. https://doi.org/10.1145/3578837.3578858
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Gass, S. M. (2010). Interactionist perspectives on second language acquisition. In R. Kaplan (Ed.), The Oxford handbook of applied linguistics (2nd ed., pp. 147–161). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195384253.013.0015
George, D., & Mallery, P. (2019). IBM SPSS Statistics 26 step by step: A simple guide and reference (16th ed.). Routledge.
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Hyland, F., & Hyland, K. (2019). Feedback in second language writing: Contexts and issues. Cambridge University Press.
Koo, T. K., & Li, M. Y. (2016). A guideline of selecting and reporting intraclass correlation coefficients for reliability research. Journal of Chiropractic Medicine, 15(2), 155–163. https://doi.org/10.1016/j.jcm.2016.02.012
Li, S., & Vuogan, A. (2024). Feedback modes and learning outcomes in digital peer interaction: A meta-synthesis. Computer Assisted Language Learning, 37(5), 845–867. https://doi.org/10.1080/09588221.2024.1209856
Loewen, S., & Sato, M. (2018). Interaction and instructed second language acquisition. Language Teaching, 51(3), 285–329. https://doi.org/10.1017/S0261444818000125
Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
Peungcharoenkun, T., & Waluyo, B. (2024). Students’ affective engagements in peer feedback across offline and online English learning environments in Thai higher education. Asian-Pacific Journal of Second and Foreign Language Education, 9(1), 60. https://doi.org/10.1186/s40862-024-00286-w
Pham, H. H., & Usaha, S. (2021). EFL learners’ use of peer feedback in speaking performance: Cognitive and affective perspectives. System, 102, 102619. https://doi.org/10.1016/j.system.2021.102619
Reinders, H., & Benson, P. (2023). Research agenda for learner autonomy in language education. Language Teaching, 56(2), 139–157. https://doi.org/10.1017/S0261444823000111
Sato, M., & Loewen, S. (2019). Peer interaction and corrective feedback for L2 development: Testing the role of feedback moves in learning outcomes. Studies in Second Language Acquisition, 41(4), 749–772. https://doi.org/10.1017/S0272263119000029
Topping, K. J. (2018). Peer assessment: Learning by judging and discussing the work of other learners. Interdisciplinary Education and Psychology, 2(1), 1–17. https://doi.org/10.31532/InterdiscipEducPsychol.2.1.007
Tosh, K., & Hayward, M. (2020). Developing students’ feedback literacy in EFL contexts: From awareness to autonomy. Journal of Language Teaching and Research, 11(6), 1025–1037. https://doi.org/10.17507/jltr.1106.10
Vuogan, A., & Li, S. (2023). Examining the effectiveness of peer feedback in second language writing: A meta-analysis. TESOL Quarterly, 57(4), 1115–1138. https://doi.org/10.1002/tesq.3178
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Yu, S., & Lee, I. (2016). Peer feedback in second language writing (2005–2014). Language Teaching, 49(4), 461–493. https://doi.org/10.1017/S0261444816000161
Descargas
Publicado
Número
Sección
Licencia
Derechos de autor 2026 Frans Recalde, Efstathios Stefos
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
