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Professor Advisordc.contributor.advisorMuñoz Acevedo, Daniel
Authordc.contributor.authorBurgos Castro, Javiera 
General notedc.descriptionInforme de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesaes_ES
Abstractdc.description.abstractThis study explores the feedback practices in oral evaluations of three English teachers in an EFL Chilean university programme. In particular, it seeks to determine which are the practices of feedback that are provided to the students as well as the variables that affect them, examining the degree of systematicity that feedback achieves. To this purpose, data was collected from a set of nine questions made to three teachers from first and fourth year. Teachers’ perceptions and beliefs were assembled by open–ended questions interviews. Results suggest that written and oral feedback are provided along with praise and criticism, and global and local feedback. Factors identified that affect feedback include time constraints, lack of consideration towards the importance of optimum feedback within the program’s coordination, and the students’ attitude. Finally, feedback seems to be partially systematic as it does not cover all learners.es_ES
Publisherdc.publisherUniversidad de Chilees_ES
Type of licensedc.rightsAttribution-NonCommercial-NoDerivs 3.0 Chile*
Link to Licensedc.rights.uri*
Títulodc.titleA case study of Feedback practices in oral assessment of English as a second languagees_ES
Document typedc.typeTesis
Departmentuchile.departamentoDepartamento de Lingüísticaes_ES
Facultyuchile.facultadFacultad de Filosofía y Humanidadeses_ES

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Attribution-NonCommercial-NoDerivs 3.0 Chile
Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 3.0 Chile