Effects of Variations in Pedagogical Feedback in English Learning
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 learni...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/9722 |
| _version_ | 1802223947019714560 |
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| author | Torres García, Zoila Josefina |
| author_facet | Torres García, Zoila Josefina |
| author_sort | Torres García, Zoila Josefina |
| collection | OJS |
| description | 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 |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9722 |
| institution | Revista Cuadernos de Lingüística Hispánica |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-97222021-07-13T02:19:54Z Effects of Variations in Pedagogical Feedback in English Learning Efectos de variaciones en la retroalimentación pedagógica en el aprendizaje de inglés Effets de variations dans la rétroaction pédagogique dans l’apprentissage de l’anglais Efeitos das variações no feedback pedagógico na aprendizagem em inglês Torres García, Zoila Josefina learning feedback skills English Aprendizaje, Retroalimentación, Competencias, Inglés apprentissage rétroaction compétences anglais aprendizado feedback habilidades inglês 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 investigación surge del interés de la labor docente dentro y fuera del aula con miras al cambio, la flexibilización y la transformación de realidades. Su objetivo general es determinar el efecto diferencial de variaciones en los parámetros de retroalimentación para el acierto y error, en el aprendizaje de competencias básicas del área de inglés, en estudiantes de grado Octavo de una Institución Educativa Municipal al suroccidente colombiano. Se desarrolló bajo el paradigma cuantitativo, de tipo explicativo y diseño factorial con tres variables independientes: latencia, especificidad y valencia de la retroalimentación. Se realizó una prueba piloto, la cual permitió el fortalecimiento de la estrategia de manipulación de variables independientes y la aplicación de instrumentos. Se estimó la fiabilidad de los instrumentos utilizados, mediante Alfa de Cronbach para la pre prueba y la post prueba de inglés, arrojando índices de 0,77 y 0,76 respectivamente. El componente de especificidad interactúa con la latencia, para que la condición de retroalimentación específica y corta, sea la combinación de componentes que genera el mayor aprendizaje de competencias. Además, la retroalimentación corta mantuvo la motivación por la tarea de manera constante a lo largo de las diferentes instancias de evaluación de aprendizaje. Cette recherche surgit de l’intérêt du travail des enseignants en clase et en dehors, afin de changer, flexibiliser et transformer des réalités. Son objectif général est celui de déterminer l’effet différentiel de variations dans les paramètres de rétroaction, pour les bons résultats et les erreurs, dans l’apprentissage de compétences de base de l’anglais, chez des apprenants de troisième d’une institution éducative d’une commune au sud- ouest colombien. On a développé le travail sous le paradigme quantitatif, de type explicatif et le dessin factoriel avec trois variables indépendantes : latence, spécificité et valence de la rétroaction. On a fait une épreuve pilote qui a permis le renforcement de la stratégie de manipulation de variables indépendantes et l’application d’instruments. On a évalué la fiabilité des instruments utilisés, à travers Alfa de Cronbach pour le pré-test et le post-test d’anglais, qui a donné comme résultats des taux de 0,77 et 0,76 respectivement. Le com- posant de spécificité interagit avec la latence, pour que la condition de rétroaction spécifi - que et courte soit la combinaison de composants qui génère le plus grand apprentissage de compétences. En plus, la rétroaction courte a maintenu la motivation pour les devoirs, de manière constante tout au long des différentes instances d’évaluation d’apprentissage Esta pesquisa surge do interesse de ensinar o trabalho dentro e fora da sala de aula, com vistas à mudança, flexibilidade e transformação de realidades. Seu objetivo geral é determinar o efeito diferencial de variações nos parâmetros de feedback para o sucesso e o erro no aprendizado de habilidades básicas da área de inglês em alunos da oitava série de uma instituição de ensino municipal do sudoeste colombiano. Foi desenvolvido sob o para- digma quantitativo, de tipo explicativo e desenho fatorial, com três variáveis independentes: latência, especificidade e valência do feedback. Foi realizado um teste piloto, que permitiu o fortalecimento da estratégia de manipulação de variáveis independentes e a aplicação de instrumentos. A confiabilidade dos instrumentos utilizados foi estimada, utilizando o Alpha de Cronbach para pré e pós-teste de inglês, que apresentaram índices de 0,77 e 0,76, respectivamente. O componente de especificidade interage com a latência, de modo que a condição de feedback específico e curto é a combinação de componentes que geram as melhores habilidades de aprendizado. Além disso, o breve feedback manteve a motivação da tarefa constantemente nas diferentes instâncias da avaliação da aprendizagem Universidad Pedagógica y Tecnológica de Colombia 2019-08-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/9722 10.19053/0121053X.n34.2019.9722 Cuadernos de Lingüística Hispánica; No. 34 (2019): July-December 2019 Cuadernos de Lingüística Hispánica; Núm. 34 (2019): (julio-diciembre de 2019) 2346-1829 0121-053X spa https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/9722/8281 https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/9722/8744 Copyright (c) 2019 Cuadernos de Lingüística Hispánica |
| spellingShingle | learning feedback skills English Aprendizaje, Retroalimentación, Competencias, Inglés apprentissage rétroaction compétences anglais aprendizado feedback habilidades inglês Torres García, Zoila Josefina Effects of Variations in Pedagogical Feedback in English Learning |
| title | Effects of Variations in Pedagogical Feedback in English Learning |
| title_alt | Efectos de variaciones en la retroalimentación pedagógica en el aprendizaje de inglés Effets de variations dans la rétroaction pédagogique dans l’apprentissage de l’anglais Efeitos das variações no feedback pedagógico na aprendizagem em inglês |
| title_full | Effects of Variations in Pedagogical Feedback in English Learning |
| title_fullStr | Effects of Variations in Pedagogical Feedback in English Learning |
| title_full_unstemmed | Effects of Variations in Pedagogical Feedback in English Learning |
| title_short | Effects of Variations in Pedagogical Feedback in English Learning |
| title_sort | effects of variations in pedagogical feedback in english learning |
| topic | learning feedback skills English Aprendizaje, Retroalimentación, Competencias, Inglés apprentissage rétroaction compétences anglais aprendizado feedback habilidades inglês |
| topic_facet | learning feedback skills English Aprendizaje, Retroalimentación, Competencias, Inglés apprentissage rétroaction compétences anglais aprendizado feedback habilidades inglês |
| url | https://revistas.uptc.edu.co/index.php/linguistica_hispanica/article/view/9722 |
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