The learning and feedback provision of academic writing: Beliefs held by pre-service teachers of English

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dc.contributor.authorTagle Ochoa, Tania
dc.contributor.authorDiaz Larenas, Claudio
dc.contributor.authorAlarcon Hernandez, Paola
dc.contributor.authorRamos Leiva, Lucia
dc.contributor.authorQuintana Lara, Marcela
dc.contributor.authorEtchegaray Pezo, Paulo
dc.date2017
dc.date.accessioned2021-04-30T16:59:14Z
dc.date.available2021-04-30T16:59:14Z
dc.description.abstractThis article is derived from an investigation that aimed to identify the beliefs about learning and the feedback of the writing that possessed 58 students of pedagogy in English from four Chilean universities. The technique used to gather data was a semi structured interview. A content analysis procedure regarding the interview was employed, in which the information was codified and categorized by using the qualitative analysis software ATLAS.ti. The results indicate that the participants hold beliefs concerning L2 writing learning which focused on translation, habit formation and replication of textual models. Simultaneously, they consider that L2 written feedback procedures need to cover written tasks' strengths and limitations in order to reinforce learner's affective factors.
dc.identifier.citationREVISTA COMPLUTENSE DE EDUCACION,Vol.28,1119-1136,2017
dc.identifier.doi10.5209/RCED.51615
dc.identifier.urihttp://repositoriodigital.uct.cl/handle/10925/3760
dc.language.isoes
dc.publisherUNIV COMPLUTENSE MADRID. SERVICIO PUBLICACIONES
dc.sourceREVISTA COMPLUTENSE DE EDUCACION
dc.subject.englishTeacher education
dc.subject.englishbeliefs
dc.subject.englishEnglish writing
dc.subject.englishwriting feedback
dc.titleThe learning and feedback provision of academic writing: Beliefs held by pre-service teachers of English
dc.typeArticle
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