The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students' Writing Proficiency in Higher Education.
The efficacy of feedback on EFL students' writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students' writing per...
| Publicado en: | Atlantis (0210-6124) Vol. 42; no. 1; pp. 120 - 143 |
|---|---|
| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Departament de Llengues i Literatures Modernes i d'Estudis Anglesos
Jun2020
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=144333434&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 144333434 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 02106124 VSM jtl: Atlantis (0210-6124) issn: 02106124 maglogo: N pubinfo: dt: Jun2020 vid: 42 iid: 1 pid: 19799 pub: Departament de Llengues i Literatures Modernes i d'Estudis Anglesos artinfo: ui: 144333434 10.28914/Atlantis-2020-42.1.07 ppf: 120 ppct: 23 formats: fmt: @attributes: type: P size: 1.9MB tig: atl: The Impact of Feedback and Explicit Rhetorical Instruction on EFL Students' Writing Proficiency in Higher Education. aug: au: GONZÁLEZ RODRÍGUEZ, LUISA MARÍA ÁLVAREZ MOSQUERA, PEDRO affil: Universidad de Salamanca su: Higher education English as a foreign language Authors Litterateurs Foreign language education sug: subj: Higher education English as a foreign language Authors Litterateurs Foreign language education keyword: academic writing EFL explicit instruction feedback higher education adquisición de una lengua extranjera educación superior escritura académica instrucción explícita retroalimentación ab: The efficacy of feedback on EFL students' writing proficiency has been researched extensively and has also sparked off considerable controversy among detractors and supporters alike. However, there is still room for further investigation on how feedback can better contribute to students' writing performance and how it can be fully integrated into the learning process. This article empirically demonstrates the learning advantages of combining both feedback and explicit rhetorical instruction for improving EFL students' writing skills in the context of higher education. In a longitudinal study of the rhetorical competence of students' written production carried out over a semester, three treatment variables were investigated: the effect of feedback, the effect of explicit instruction and the combination of both, along with a control condition of no treatment at all. Students were allocated to a treatment group on the basis of their attendance and work profile and the results of the analysis of the written production of each group were compared. The findings confirm not only that the group that received the combined treatment achieved higher grades and displayed a better control of relevant microskills in their written production, but also that neither feedback nor explicit instruction alone proved as effective in terms of rhetorical competence as the combination of the two variables. 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Atlantis (0210-6124) is the property of Departament de Llengues i Literatures Modernes i d'Estudis Anglesos and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Atlantis (0210-6124) holder: Departament de Llengues i Literatures Modernes i d'Estudis Anglesos dt: @attributes: year: 2020 holdings: @attributes: islocal: N |
|---|