Repetición masiva de tareas, retroalimentación correctiva escrita y desarrollo escritural en aprendices de inglés lengua extranjera
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https://doi.org/10.17533/udea.ikala.358144Palabras clave:
repetición masiva de tareas, retroalimentación correctiva escrita, aprendizaje a corto plazo, aprendizaje a largo plazo, desarrollo de la escritura, aprendizaje del inglés como lengua extranjeraResumen
A pesar del amplio corpus de investigaciones sobre el aprendizaje basado en tareas y la retroalimentación correctiva en la adquisición de una segunda lengua, poco se sabe sobre cómo la repetición masiva de tareas (RMT), con o sin retroalimentación correctiva escrita (FCE), afecta al desarrollo de las formas gramaticales entre los estudiantes iraníes de inglés como lengua extranjera (ILE). El presente estudio buscó investigar los efectos de la RMT, tanto de forma independiente como mediada con FCE, en el desarrollo de formas gramaticales en estudiantes iraníes de ILE de un instituto de idiomas. En este estudio cuantitativo, 40 estudiantes varones de entre 15 y 17 años, en tres clases intactas identificadas como nivel B1, fueron repartidos aleatoriamente a tres grupos: un grupo experimental que participó en la RMT, un segundo grupo experimental que recibió FCE no específico en sus tareas de RMT y un grupo de control que no realizó rmt ni recibió FCE. Los resultados de las pruebas previas y posteriores revelaron que solo el grupo que recibió fce mostró una mejora significativa a corto plazo en los componentes lingüísticos de contenido, organización, gramática y mecánica. Sin embargo, el vocabulario no mostró mejoras significativas en ninguno de los grupos. Más importante aún, el contenido y la organización mostraron un fuerte efecto de transferencia de la práctica en la prueba posterior diferida, lo que indica un aprendizaje a largo plazo como resultado de la participación en FCE indirecta. La mecánica, para la que se había proporcionado fce directa, también mostró evidencia de transferencia, aunque con un efecto menor. Lo más destacado es que la repetición múltiple de tareas puede beneficiar a los estudiantes de inglés como lengua extranjera cuando se acompaña de FCE, en particular de retroalimentación indirecta, para promover sus habilidades de escritura.
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