Keywords
Writing
Higher Education
French
Retroalimentación escrita
Producción escrita
Educación superior
Francés
How to Cite
Abstract
In order to analyze how students use annotated comments from their instructors, the Rodet model (2000) is used as the basis of this study in order to identify the various types of corrective feedback provided. The subjects included three University of Costa Rica French instructors and their students. Data was gathered from group discussions and student paper analysis with QDA Miner. Results reveal that instructors tend to use cognitive, constructive and informational feedback. Students responded positively to such feedback and stated that it was motivational, delivered clearly and highlighted what needed to be corrected. The author suggests that instructor feedback be more descriptive, specific and immediate to maximize student benefit.
References
Cómo citar: Chao-Chao, K.W. y Durand, M.-J. (2021). La retroalimentación escrita en la producción escrita del francés L2. Revista Educación, 45(2). Recuperado de http://doi.org/10.15517/revedu.v45i1.43191
Referencias bibliográficas
Alvira, R. (2016). The impact of oral and written feedback on EFL writers with the use of screencasts. Profile, 18, 79-92. doi: https://doi.org/10.15446/profile.v18n2.53397
Arancibia, B.; Tapia-Ladino, M. y Correa, R. (2019). La retroalimentación durante el proceso de escritura de la tesis en carreras de pedagogía: descripción de los comentarios escritos de los profesores guías. Revista Signos, 52, 243-264. doi: https://doi.org/10.4067/S0718-09342019000200242
Bachy, S. y Lebrun, M. (2009). Catégorisation de techniques de rétroaction pour l'enseignement universitaire. Mesure et évaluation en éducation, 32, 29-47. doi: https://doi.org/10.7202/1024953ar
Bailey, R. y Garner, M. (2010). Is the feedback in higher education assessment worth the paper it is written on? Teachers' reflections on their practices. Teaching in Higher Education, 15, 187-198. doi: https://doi.org/10.1080/13562511003620019
Beacco, J.-C. (2007). L’approche par compétences dans l’enseignement des langues. Paris : Didier.
Bernal, A.M. (2008). Descripción de la retroalimentación escrita que suministran los profesores del área de francés en la habilidad de escritura a los estudiantes de la licenciatura en lenguas modernas de la Pontificia Universidad Javeriana. (Tesis de Maestría). Pontificia Universidad Javeriana, Colombia.
Bitchener, J. (2008). Evidence in support written corrective feedback. Journal of Second Language Writing, 17, 102–118. doi: https://doi.org/10.1016/j.jslw.2007.11.004
Bitchener, J., Young, S. y Cameron, D. (2005). The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing, 14 (3), 191–205. doi: https://doi.org/10.1016/j.jslw.2005.08.001
Black, P. y Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles policy and practice, 5, 7-73. doi: http://dx.doi.org/10.1080/0969595980050102
Boavida, A.M. y da Ponte, J.P. (2011). Investigación colaborativa: potencialidades y problemas. Revista Educación y Pedagogía, 23(59), 125 -135. Recuperado de https://www.academia.edu/20946690/Investigaci%C3%B3n_colaborativa_potencialidades_y_problemas
Bourassa, B. y Boudjaoui, M. (2012). Des recherches collaboratives en sciences humaines et sociales (SHS) : enjeux, modalités et limites. Québec : Presses de l’Université Laval.
Brookhart, S.M. (2010). La retroaction efficace: des stratégies pour soutenir les élèves dans leur apprentissage. Montréal : Chenelière éducation.
Brown, H. y Abeywickrama, P. (2010). Language Assessment: Principles and Classroom Practices. New York: Pearson Longman.
Butler, R. (1988). Enhancing and undermining intrinsic motivation: the effects of task-involving and ego-involving evaluation on interest and performance. British Journal of Educational Psychology, 58, 1-14. doi: https://doi.org/10.1111/j.2044-8279.1988.tb00874.x
Chandler, J. (2003). The efficacy of various kind of error feedback for improvement in the accuracy and fluency of L2 student writing. Journal of Second Language Writing, 12, 267-296. doi: https://doi.org/10.1016/S1060-3743(03)00038-9
Chandler, J. (2004). Dialogue: a response to Truscott. Journal of second language writing, 13, 345-348. doi: https://doi.org/10.1016/j.jslw.2004.05.001
Chiss, J.-L. (2012). L’écrit, la lecture et l’écriture : théories et didactiques. Paris : L’Harmattan.
Contreras, G. y Zúñiga, C. (2018). Concepciones sobre concepciones sobre retroalimentación del aprendizaje: Evidencias desde la Evaluación docente en Chile. Revista Actualidades Investigativas en Educación, 18(3), 1-25. Recuperado de https://www.scielo.sa.cr/pdf/aie/v18n3/1409-4703-aie-18-03-415.pdf
Crooks, T. (1988). The Impact of Classroom Evaluation on Students. Review of Educational Research, 58, 438-481. Recuperado de: http://www.jstor.org/stable/1170281
Cuq, J.-P. y Gruca, I. (2005). Cours de didactique du français langue étrangère et seconde. Paris: CLÉ Internacional.
Culham, R. (2015). Call a meeting with your writing teacher self. The reading teacher, 69, 219-222. doi: 10.1002/trtr.1383
Cuxim, M.M. (2018). Efectos de la retroalimentación correctiva en la producción escrita de estudiantes de inglés como lengua extranjera. (Tesis de Maestría). Universidad de Quintana Roo, México.
Desgagné, S. (1997). Le concept de recherche collaborative : l’idée d’un rapprochement entre chercheurs universitaires et praticiens enseignants. Revue des sciences de l’éducation, 23(2), 371 – 393. doi: https://doi.org/10.7202/031921ar
Desgagné, S., Bednarz, N., Lebuis, P., Poirier, L. y Couture, C. (2001). L’approche collaborative de recherche en éducation : un rapport nouveau à établir entre recherche et formation. Revue des sciences de l’éducation, 27(1), 33-64. doi: https://doi.org/10.7202/012754ar
Domínguez-Gaona, R.; Crhová, J. y Molina-Landeros, C. (2015). La investigación colaborativa: las creencias de los docentes de lenguas. Revista de Iberoamericana de Educación Superior, 6(17), 120 – 134. Recuperado de https://www.redalyc.org/pdf/2991/299141540007.pdf
Duijnhouwer, H., Prins, F.J. y Stokking, K.M. (2012). Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance. Learning and Instruction, 22, 171-184. doi: https://doi.org/10.1016/j.learninstruc.2011.10.003
Durand, M.-J. y Poirier, S. (2012). La recherche collaborative au service du développement professionnel en ligne. Éducation et francophonie, 40(1), 119 – 137. doi: https://doi.org/10.7202/1010149ar
Eslami, E. (2014). The Effects of Direct and Indirect Corrective Feedback Techniques on EFL Students' Writing. Procedia – Social and Behavioral Sciences, 98, 445-452. doi: https://doi.org/10.1016/j.sbspro.2014.03.438
Evans, C. (2013). Making sense of assessment feedback in higher education. Review of educational research, 83, 70-120. doi: https://doi.org/10.3102/0034654312474350
Ferris, D. (1999). The case of grammar correction in L2 writing classes: a response to Truscott (1996). Journal of second language writing, 8(1), 1-11. doi: https://doi.org/10.1016/S1060-3743(99)80110-6
Ferris, D. y Roberts, B. (2001). Error feedback in L2 writing classes: how explicit does it to be?. Journal of second language writing, 10, 161-184. doi: https://doi.org/10.1016/S1060-3743(01)00039-X
Fithriani, R. (2019). ZPD and the benefits of written feedback in L2 writing: Focusing on students’ perceptions. The reading matrix, 19 (1), 63-73. Recuperado de http://www.readingmatrix.com/files/20-c6t93b93.pdf
Fortin, M.-F. (2010). Fondements et étapes du processus de recherche : méthodes quantitatives et qualitatives. Québec : Chenelière éducation.
García Pujals, A. (2013). Estudio de percepción de universitarios alemanes sobre estrategias de retroalimentación correctiva de la expresión escrita. Revista de didáctica español como lengua extranjera, 17, 1-31. Recuperado de https://www.redalyc.org/articulo.oa?id=92152425009
Germain, C. (1993). Évolution de l’enseignement des langues : 5000 ans d’histoire. Paris : Clé international.
Guénette, D. (2010). La rétroaction corrective à l’écrit : pratiques et croyances, deux réalités parallèles?. La revue canadienne des langues vivantes, 66, 935 – 966. doi: https://doi.org/10.3138/cmlr.66.6.935
Halté, J.F. (1984). L’annotation des copies, variété ou base du dialogue pédagogique. Pratiques, 44, 61-69. Recuperado de https://www.persee.fr/doc/prati_0338-2389_1984_num_44_1_2463
Hattie, J. y Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77, 81 – 112. doi: https://doi.org/10.3102/003465430298487
Hayes, J.R. y Flower, L.S. (1980). Identifying the organization of writing processes. En L.W. Gregg y E.R. Steinberg (dir.), Cognitive processes in writing (pp. 3-30). New Jersey: LEA.
Hyland, F. y Hyland, K. (2001). Sugaring the pill: praise and criticism in written feedback. Journal of second language writing, 10, 185-212. Recuperado de https://www.academia.edu/9592591/Sugaring_the_pill_praise_and_criticism_in_written_feedback
Hyland, K. y Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39, 83-101. doi: https://doi.org/10.1017/S0261444806003399
Jamalinesari, A. ; Rahimi, F. ; Gowhary, H. y Azizifar, A. (2015). The Effects of Teacher-Written Direct vs. Indirect Feedback on Students’ Writing. Procedia-Social and Behavioral Sciences, 192, 116-123. doi: https://doi.org/10.1016/j.sbspro.2015.06.018
Kluger, A.N. y DeNisi, A. (1996). The effects of feedback interventions on performance: a historical review, a meta-analysis, and a preliminary feedback intervention theory. Psichological bulletin, 119(2), 254-284. Recuperado de https://pdfs.semanticscholar.org/97cc/e81ca813ed757e1e76c0023865c7dbdc7308.pdf
Larsen-Freeman, D. y Anderson, M. (2016). Techniques and principles in language teaching. Oxford: Oxford University Press.
Lapointe, J. (2011). Étude des annotations d’un enseignant à la suite de l’enseignement explicite des stratégies de résolution de problèmes mathématiques. (Tesis de Maestría). Universidad de Montreal, Canadá.
Leboeuf, P. (1999). “Très bien, Pascal, continue comme ça!” ou la lecture de l’explication dans le commentaire. Québec français, 115, 39 – 42. Recuperado de https://www.erudit.org/fr/revues/qf/1999-n115-qf1199433/56150ac/
Lee, I. (2007). Assessment for learning: Integrating Assessment, Teaching, and Learning in the ESL/EFL Writing Classroom. The Canadian Modern Language Review, 64, 199 – 213. doi: https://doi.org/10.1353/cml.2008.0018
Lee, I. (2019). Teacher written corrective feedback: Less is more. Language Teaching, 52, 524-536. doi: 10.1017/S0261444819000247
Lussier, D. y Turner, C. (1995). L’évaluation en didactique des langues. Quebec : Centre éducatif et culturel.
Mak, W.W.P. (2014). Implementing Innovative Feedback in L2 Writing: A Sociocultural Perspective. (Tesis de doctorado). Chinese University of Hong Kong, Hong Kong.
Manchón, R.M. (2011). Writing to learn the language: Issues in theory and research. En R.M., Manchón (dir.), Learning-to-write and writing-to-learn in an additional language (pp. 61-82). Amsterdam: John Benjamins.
Manchón, R.M.; Roca de Larios, J. y Murphy, L. (2000). La influencia de la variable “grado de dominio de la L2” en los procesos de composición en lengua extranjera: hallazgos recientes de la investigación. En C. Muñoz (dir.), Segundas lenguas: adquisición en el aula (pp. 277-297). Barcelona: Ariel lingüística.
Miedzo, M. y Chipo, M. (2019). The role of written feedback in numeracy in the primary school classroom. International Journal of Education, 11(2), 52-67. doi:https://doi.org/10.5296/ije.v11i2.14550
Min, T. (2013). A case study of an EFL writing teacher’s belief and practice about written feedback. System, 41, 625-638. doi : https://doi.org/10.1016/j.system.2013.07.018
Morrissette, J. (1999). Pour une pratique du commentaire en trois temps. Québec français, 115, 52-54. Recuperado de: https://www.erudit.org/fr/revues/qf/1999-n115-qf1199433/56154ac/
Morrissette, J. (2013). Recherche-action et recherche collaborative: quel rapport aux savoirs et à la production de savoirs ?. Nouvelles pratiques sociales, 25(2), 35 – 49. doi: https://doi.org/10.7202/1020820ar
Nicol, D.J. y Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education, 31, 199-218. doi: https://doi.org/10.1080/03075070600572090
Rakedson, T. y Baram-Tsabari, A. (2016). Assessing and improving L2 graduate students’ popular science and academic writing in an academic writing course. Educational psychology, 10, 1-20. doi: https://doi.org/10.1080/01443410.2016.1192108
Ramaprasad, A. (1983). On the definition of feedback. Behavioral Science, 28, 4-13. doi: https://doi.org/10.1002/bs.3830280103
Roberge, J. (2008). Rendre plus efficace la correction des rédactions : rapport PAREA. Montréal : Cégep André-Laurendeau.
Robert, J.-P. (2002). Dictionnaire pratique de didactique du FLE. Paris : Ophrys.
Rodet, J. (2000). La rétroaction, support d’apprentissage?. Revue du conseil québécois de la formation à distances, 4, 45 – 73. Recuperado de https://edutice.archives-ouvertes.fr/edutice-00000482/document
Rouleau-Girad, E. (2015). La retroaction corrective écrite en francisation au Québec : Les techniques, les types d’erreurs et la compétence des apprenants à l’écrit (Tesis de Maestría). Universidad de Montreal, Canadá.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-144.
Scallon, G. (2008). Évaluation formative et psychologie cognitive : mouvances et tendances. En J. Grégoire (dir.), Évaluer les apprentissages (pp. 158 – 173). Bruselas, Bélgica : De Boeck Supérieur.
Sheen, Y. (2011). Corrective Feedback, Individual Differences and Second Language Learning. New York: Springer.
Simard, C. (1999). L’annotation des textes d’élèves. Québec français, 115, 32 – 38. Recuperado de https://www.erudit.org/fr/revues/qf/1999-n115-qf1199433/56149ac.pdf
Sow, M. (2015). Documenter les pratiques évaluatives de trois enseignants du primaire au Sénégal au regard de la rétroaction écrite en correction de textes d’élèves du CM 1. (Tesis de Maestría). Universidad de Montreal, Canadá.
Storch, N. y Tapper, J. (1997). Student annotations: what NNS and NS university students say about their own writing. Journal of second language writing, 6, 245-264. doi: https://doi.org/10.1016/j.jslw.2009.02.003
Valdivia, S. (2014). Retroalimentación efectiva en la enseñanza universitaria. Blanco y negro, 5, 20-24. Recuperado de http://revistas.pucp.edu.pe/index.php/enblancoynegro/article/view/11388
Van der Maren, J.-M. (1996). Méthodes de recherche pour l’éducation. Bruselas : De Boeck.
Voelkel, S.; Varga-Atkins, T. y Mello, L. (2019). Students tell us what good written feedback looks like. FEBS Press, 10, 692-706. doi: https://doi.org/10.1002/2211-5463.12841
Vollmeyer, R. y Rheinberg, F. (2005). A surprising effect of feedback on learning. Learning and Instruction, 15, 589-602. doi: https://doi.org/10.1016/j.learninstruc.2005.08.001
Wiggins, G. (1998). Educative assessment: Designing Assessments to Inform and Improve Student Performance. San Francisco: Jossey-Bass.