Feedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students

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dc.contributor.advisorRodríguez Granados, Ingrid Johanna
dc.contributor.authorTrujillo Flórez , Erica Fernanda
dc.contributor.orcidTrujillo Florez, Erica Fernanda [0000-0002-8614-4632]
dc.date.accessioned2024-06-18T20:30:32Z
dc.date.available2024-06-18T20:30:32Z
dc.date.issued2024-05
dc.description.abstractEste artículo reporta un estudio de caso sobre retroalimentación en la evaluación oral de estudiantes de inglés de nivel intermedio en una universidad privada de Bogotá. Este estudio tuvo como objetivo analizar el proceso de retroalimentación realizado por docentes y estudiantes junto con sus percepciones mediante la triangulación de datos y la teoría fundamentada. Los datos se recopilaron mediante la observación del proceso de retroalimentación durante y después de la evaluación, una entrevista con los profesores y un grupo focal de estudiantes. Los resultados mostraron que los estudiantes y profesores ven la retroalimentación como positiva, sin embargo, los estudiantes no conocen estrategias que les ayuden a usarla de manera efectiva después de haberla recibido; además, existe una brecha entre las percepciones de la retroalimentación por parte de profesores y estudiantes. Como conclusión, se propone desarrollar una estrategia de retroalimentación efectiva para la habilidad oral que reduzca estas brechas.
dc.description.abstractenglishThis paper reports a case study on feedback in speaking assessment of English students in intermediate level at a private university in Bogotá. This study aimed at analyzing the feedback process carried out by teachers and students along with their perceptions by data triangulation and grounded theory. Data were gathered through observation of the feedback process during and after assessing speaking, a teachers’ interview and students’ focus group. Results showed that students and teachers see feedback as positive, however, learners do not know strategies that guide them on how to use feedback effectively after they receive it; also, there’s a gap between teachers' and students' perceptions on feedback. In conclusion, an effective feedback strategy for oral skill could be developed to narrow those gaps.
dc.description.degreelevelEspecializaciónspa
dc.description.degreenameEspecialista en Docencia Universitariaspa
dc.format.mimetypeapplication/pdf
dc.identifier.instnameinstname:Universidad El Bosquespa
dc.identifier.reponamereponame:Repositorio Institucional Universidad El Bosquespa
dc.identifier.repourlrepourl:https://repositorio.unbosque.edu.co
dc.identifier.urihttps://hdl.handle.net/20.500.12495/12369
dc.language.isoen_US
dc.publisher.facultyFacultad de Educaciónspa
dc.publisher.grantorUniversidad El Bosquespa
dc.publisher.programEspecialización en Docencia Universitariaspa
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dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.accessrightsinfo:eu-repo/semantics/openAccess
dc.rights.localAcceso abiertospa
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/
dc.subjectEnseñanza de Idiomas
dc.subjectEvaluación
dc.subjectHabilidad Oral
dc.subjectPercepciones
dc.subjectRetroalimentación
dc.subject.ddc378.12
dc.subject.keywordsAssessment
dc.subject.keywordsFeedback
dc.subject.keywordsLanguage Instruction
dc.subject.keywordsPerceptions
dc.subject.keywordsSpeaking Skills
dc.titleFeedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
dc.title.translatedFeedback Analysis of EFL (English as Foreign Language) Speaking Assessment of Intermediate English Students
dc.type.coarhttps://purl.org/coar/resource_type/c_7a1f
dc.type.coarversionhttps://purl.org/coar/version/c_ab4af688f83e57aa
dc.type.driverinfo:eu-repo/semantics/bachelorThesis
dc.type.hasversioninfo:eu-repo/semantics/acceptedVersion
dc.type.localTesis/Trabajo de grado - Monografía - Especializaciónspa

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