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

Simple item page
datacite.alternateIdentifier.citationREVISTA COMPLUTENSE DE EDUCACION,Vol.28,1119-1136,2017
datacite.alternateIdentifier.doi10.5209/RCED.51615
datacite.creatorTagle Ochoa, Tania
datacite.creatorDiaz Larenas, Claudio
datacite.creatorAlarcon Hernandez, Paola
datacite.creatorRamos Leiva, Lucia
datacite.creatorQuintana Lara, Marcela
datacite.creatorEtchegaray Pezo, Paulo
datacite.date2017
datacite.subject.englishTeacher education
datacite.subject.englishbeliefs
datacite.subject.englishEnglish writing
datacite.subject.englishwriting feedback
datacite.titleThe learning and feedback provision of academic writing: Beliefs held by pre-service teachers of English
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.urihttp://repositoriodigital.uct.cl/handle/10925/3760
dc.language.isoes
dc.publisherUNIV COMPLUTENSE MADRID. SERVICIO PUBLICACIONES
dc.sourceREVISTA COMPLUTENSE DE EDUCACION
oaire.resourceTypeArticle
uct.catalogadorWOS
uct.indizacionESCI
Files
Collections
MigraciĆ³n Web of Science