Abstract
[Autom. eng. transl.] This chapter analyzes feedback as an interactional process that promotes personal regulation, presents a methodology for the practice of gradual feedback in tutoring between teacher and learner, and suggests guidelines to promote self-regulation during the review of written and oral texts. . Interactive feedback stimulates the learner's co-construction of meanings through guided reflections on their performance in the FL/L2. This activity is carried out through a type of mediation that is configured as a collaborative activity in which the autonomy of the learner is manifested with respect to their production in the FL/L2. Interactive feedback represents, therefore, a training activity that promotes the transition from heteroregulation (other-regulation) to self-regulation (self-regulation) in the learning of a FL/L2.
| Translated title of the contribution | [Autom. eng. transl.] Interactive feedback and autonomy |
|---|---|
| Original language | Spanish |
| Title of host publication | Teoría sociocultural y español LE/L2 |
| Editors | Próspero N. García y Arturo Escandón E. Negueruela Azarola |
| Pages | 100-117 |
| Number of pages | 18 |
| DOIs | |
| Publication status | Published - 2024 |
Keywords
- Agency
- Agentividad
- Andamiaje
- Collaborative Dialogue
- Diálogo colaborativo
- Feedback interactivo
- Interactive Feedback
- Scaffolding