Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Anne Westmacott

doi:10.17533/udea.ikala.v22n01a02

Auteurs-es

Anne Westmacott Universidad Chileno-Británica de Cultura

DOI :

https://doi.org/10.17533/udea.ikala.v22n01a02

Mots-clés :

enseignement de l’anglais langue étrangère, correction d’erreur, rétroaction écrite corrective, rétroaction directe, rétroaction indirecte, recherche-action

Résumé

Des études ont montré que la plupart des professeurs utilisent la rétroaction

corrective écrite pour corriger les écrits en anglais comme langue étrangère,

et que les étudiants souhaitent la recevoir. Cependant, le débat sur le type de

rétroaction qui peut être plus efficace, est loin d’être réglé. Cette étude rend

compte d ́une recherche-action menée dans une université chilienne avec six

étudiants de niveau intermédiaire. La professeure / chercheuse a opté pour

une rétroaction corrective indirecte codifiée au lieu d`une rétroaction directe.

Elle a également analysé les perceptions de ces étudiants concernant les deux

types de rétroaction. Les données collectées ont montré comment le contexte

d’apprentissage et les différences individuelles peuvent affecter leurs perceptions. Dans ce contexte où l’anglais est une langue étrangère, la plupart des étudiants ont affirmé que la rétroaction indirecte était plus utile, car elle invite à un processus et un apprentissage plus profond. L’étude a également montré que la rétroaction indirecte peut aider à renforcer les connaissances grammaticales et encourager un comportement d’apprentissage autonome.

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Biographie de l'auteur-e

Anne Westmacott, Universidad Chileno-Británica de Cultura

Universidad Chileno-Británica de Cultura, Chile. Licenciatura en ciencias de la Psicología (Universidad de Edimburgo), Postgrado en Educación (Universidad de Cambridge) y Magister en TESOL (Instituto de Educación)

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