Voces de estudiantes de inglés: preferencias y Percepciones sobre la retroalimentación correctiva escrita docente
DOI:
https://doi.org/10.18537/mskn.16.02.15Palabras clave:
retroalimentación docente, retroalimentación correctiva escrita, destreza escrita, percepciones y preferencias de estudiantes de inglés como lengua extranjera, nivel universitarioResumen
La retroalimentación correctiva escrita (RCE) es una práctica docente esencial para desarrollar la escritura en inglés; sin embargo, la investigación en este ámbito sigue siendo limitada dentro y fuera de Latinoamérica. Este estudio, centrado en un contexto específico, analizó las percepciones de estudiantes de inglés B1 sobre los objetivos, estrategias y alcances de la RCE docente mediante un enfoque mixto con diseño convergente y de variante de cuestionario tipo Likert. El Cuestionario de Percepciones sobre la RCE (α = .67) se aplicó a 189 estudiantes universitarios ecuatorianos. Los resultados evidenciaron preferencia por la retroalimentación directa y por la indirecta acompañada de información correctiva, percibidas como guías claras para la revisión de errores y el aprendizaje autónomo. Asimismo, los participantes valoraron la retroalimentación lingüística y de contenido, y manifestaron interés en recibir corrección integral de sus errores. No obstante, mostraron comprensión limitada de la retroalimentación centrada en ideas. Se discuten implicaciones pedagógicas y limitaciones del estudio.
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