This article aims to explore the potential of feedback as an educational tool to promote autonomy in university learners of Spanish as a foreign language. In the Sociocultural Theory framework, feedback is meant as a collaborative activity that promotes linguistic awareness through verbal interaction. In doing so the learner becomes increasingly self-regulated, that is, autonomous. In such a learning context, the type of feedback offered is what marks the degree of potential development of autonomy. Based on a study in which the impact of three different types of feedback on the evolution of Spanish as a foreign language in C1 level learners was analysed, this article delves into its role in stimulating the process of learner autonomy.
|Translated title of the contribution||[Autom. eng. transl.] Feedback as a didactic tool for the development of autonomy in the acquisition of foreign languages|
|Number of pages||15|
|Publication status||Published - 2020|
- Español como lengua extranjera
- Sociocultural Theory
- Spanish as a Foreign Language
- Teoría sociocultural