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EFL/ESL Teachers’ and Students’ Perceptions and Practices of Written Feedback in a Higher Education Context
Percepciones y prácticas de profesores y estudiantes de inglés en relación con la retroalimentación escrita en el contexto de la educación superior
DOI:
https://doi.org/10.15446/profile.v26n2.109141Keywords:
academic writing, English as a second or foreign language, higher education, perceptions, practices, written feedback (en)escritura académica, escritura en inglés como lengua extranjera o segunda lengua, educación superior, percepciones, prácticas, retroalimentación escrita (es)
This systematic review focused on higher education teachers’ and students’ perceptions and practices of written feedback, as well as their relationships and differences in English as a foreign/second language and academic writing. This study aimed to identify empirical studies, describe their characteristics, summarize the findings, and make recommendations for future research. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol was used. Electronic searches produced 2,398 references, of which 30 articles met the inclusion criteria. Studies primarily focused on students’ perceptions, with few concentrating on students’ and teachers’ reported practices and the relationships between their perceptions and practices. This review suggests that future research should focus on multiple comparisons between teachers’ and students’ perceptions and practices of written feedback.
Con esta revisión sistemática se sintetizaron las percepciones y prácticas de profesores y estudiantes de educación superior sobre la retroalimentación escrita para la escritura académica en inglés como lengua extranjera o segunda lengua. Se identificaron las características, hallazgos y recomendaciones para futuras investigaciones de los estudios empíricos seleccionados mediante el protocolo para la presentación de informes de revisiones sistemáticas y metaanálisis. La búsqueda electrónica arrojó 2398 referencias, de las cuales treinta artículos cumplieron con los criterios de inclusión. Los estudios se centran en las percepciones de los estudiantes, pero pocos discuten las prácticas informadas por estudiantes y profesores, así como las relaciones entre sus percepciones y prácticas. Los estudios futuros deberían focalizarse en comparaciones múltiples entre las percepciones y prácticas de profesores y estudiantes con respecto a la retroalimentación escrita.
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