Percepción sobre realimentación oral correctiva en inglés. Estudio comparativo entre estudiantes universitarios principiantes e intermedios
DOI:
https://doi.org/10.70141/runae.12.1130Palabras clave:
corrección oral, realimentación, percepción, tipo de corrección, frecuencia de correcciónResumen
El propósito del estudio fue comparar la percepción de estudiantes universitarios principiantes e intermedios acerca de la realimentación oral correctiva que reciben en las clases de inglés. Mediante una investigación transversal de carácter cualitativo, se escogió una muestra de alumnos de nivel B1 a quienes se les interrogó sobre la importancia de la corrección, los tipos de error que merecen corrección y preferencia en tipos de corrección. La comparación de resultados de 2023 con principiantes y esta cohorte arrojó hallazgos similares: la percepción es altamente positiva y los estudiantes desean que todos sus errores sean señalados; en el caso del nivel superior, hay un énfasis en el área de pronunciación. Los tipos de corrección preferidos en ambos niveles fueron los directos y claros, siendo los tipos de corrección indirectos menos favorecidos. Los hallazgos aportan a la escaza información existente sobre la perspectiva estudiantil beneficiando a docentes e investigadores.
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