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Peer Feedforward for Enhancing Preservice EFL Teachers’ Academic Writing
Evaluación prospectiva entre pares para apoyar la escritura académica de profesores de inglés en formación
DOI:
https://doi.org/10.15446/profile.v28n1.119715Keywords:
Academic writing, Coherence, Cohesion, EFL preservice teachers, Peer feedforward (en)Coherencia, Cohesión, Escritura académica, Evaluación prospectiva entre pares, Formación docente en enseñanza de lenguas (es)
This exploratory study investigated peer feedforward as a strategy to enhance academic writing coherence and cohesion among preservice EFL teachers. Employing a corpus content analysis of a three-week scaffolded process involving cycles of self-reflection and peer feedforward on academic writing tasks, findings revealed that implementing scaffolded peer reviews during the writing process, before task submission, improved the quality of participants’ text coherence and cohesion, metacognitive awareness, and critical self-assessment skills, as revealed by peer comments. Results suggest that integrating peer feedforward may help participants address the dual demands of mastering and teaching academic writing while they develop as reflective, autonomous, and collaborative writers.
Esta investigación exploratoria sobre la evaluación prospectiva entre pares buscó mejorar la coherencia y la cohesión en la escritura académica de estudiantes de pedagogía en inglés como lengua extranjera. El análisis de corpus de un módulo de tres semanas, que involucró andamiaje en ciclos de reflexión y evaluación prospectiva entre pares durante el proceso de escritura académica, antes de la entrega final, evidenció una mayor calidad de los escritos en cuanto a coherencia y cohesión, y mayor consciencia metacognitiva y pensamiento crítico en las autoevaluaciones, según los comentarios de los pares. Esto sugiere que la estrategia empleada puede ayudar a los participantes a dominar la escritura académica mientras se desarrollan como escritores reflexivos, autónomos y colaborativos.
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