| 總結: | This research arises from the interest on teaching work inside and outside the class-
room, looking for change, flexibility and transformation of realities. Its general objective is to
determine the differential effect of variations in feedback parameters for success and error
in basic skills learning of English subject in eight grade students of a municipal educational
institution in the Colombian southwest. It was developed under the quantitative paradigm,
of explanatory type and factorial design with three independent variables: latency, specificity
and feedback valence. A pilot test was conducted, which allowed strengthening of the mani-
pulation strategy of independent variables and the instruments application. The reliability
of the instruments used was estimated using Cronbach ́s Alpha for English pre-test and
post-test, which yielded indexes of 0.77 and 0.76 respectively. The specificity component
interacts with latency, so that the specific and short feedback condition is the combination of
components that generate the highest learning skills. Moreover, the short feedback kept the
motivation for the task constantly throughout the different instances of learning assessment
|
|---|
