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Teacher and Peer Feedback on English as an Additional Language Writing: The Role of Social Representations
Retroalimentación de profesores y compañeros de clase en la escritura de inglés como lengua adicional: el papel de las representaciones sociales
DOI:
https://doi.org/10.15446/profile.v26n1.107196Keywords:
English as an additional language, peer feedback, social representation, teacher feedback, writing (en)escritura, inglés como lengua adicional, representaciones sociales, retroalimentación de compañeros de clase, retroalimentación docente (es)
This mixed-methods study aims to investigate the bias in peer feedback. Thirty-two English as an additional language learners gave each other anonymous feedback on their texts. Half of the participants received feedback from their teacher disguised as peer feedback, while the other half received actual peer feedback. Data were collected through drafts of two essays, feedback, and a questionnaire. Results indicate that although participants reported trusting teacher feedback more, the quantitative uptake of feedback was similar regardless of the source. Data analysis suggests that the teacher’s and peers’ social representation plays a more significant role in uptake than the feedback itself.
Este estudio de métodos mixtos investigó los posibles sesgos en la retroalimentación a cargo de compañeros de clase. De manera anónima, 32 estudiantes de inglés como lengua adicional se dieron retroalimentación mutua sobre sus textos. La mitad de los participantes recibió retroalimentación de su profesor disfrazada de retroalimentación por parte de sus compañeros, mientras que la otra mitad sí recibió retroalimentación de sus compañeros. Los borradores de dos ensayos, la retroalimentación y un cuestionario revelaron que, aunque los participantes informaron que confiaban más en la retroalimentación docente, la aceptación de la retroalimentación fue similar sin importar la fuente. El análisis sugiere que la representación social del profesor y de los compañeros de clase tiene un papel más importante que la retroalimentación en sí misma.
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