El feedback como herramienta didáctica para el desarrollo de la autonomía en la adquisición de lenguas extranjeras

Translated title of the contribution: [Autom. eng. transl.] Feedback as a didactic tool for the development of autonomy in the acquisition of foreign languages

Research output: Contribution to journalArticlepeer-review

Abstract

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
Original languageSpanish
Pages (from-to)25-39
Number of pages15
JournalPhilologia Hispalensis
Volume1
DOIs
Publication statusPublished - 2020

Keywords

  • Autonomy
  • Autonomía
  • Español como lengua extranjera
  • Feedback
  • Interacción
  • Interaction
  • Sociocultural Theory
  • Spanish as a Foreign Language
  • Teoría sociocultural

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