¿CÓMO MOTIVAR/DESMOTIVAR AL ALUMNADO DE IDIOMAS A TRAVÉS DE LA RETROALIMENTACIÓN ESCRITA? ESTRATEGIAS PARA EL PROFESORADO DE ELE
Adrián Carreras Rabasco / Universidad de Jordania
Alberto Rodríguez-Lifante / Universidad de Alicante
Alberto Rodríguez-Lifante / Universidad de Alicante
ABSTRACT
In this article, we examine some applications about feedback in written expression in order to promote the role of teachers as the driving force of learning process. For that, we provide examples of students’ written production to be corrected by the attendees. These models allow the explanation of the different types of written feedback and, also, its relation to affective dimension. Then, we weigh up the pros and cons of several correction and feedback techniques in favor of encouraging teachers to develop their function as motivators.
KEY WORDS
Written expression, feedback, motivation, self-concept, affective dimension, Spanish as a Foreign Language (SFL).