Errors and Corrective Feedback in Chinese EFL Classroom Writing

Zhuoqun Bi; Su Kia Lau; Leng Lee Yap

doi:10.18172/jes.5915

Autores/as

Zhuoqun Bi Universiti Malaya
Su Kia Lau Universiti Malaya
Leng Lee Yap Universiti Malaya https://orcid.org/0000-0001-9005-7948

DOI:

https://doi.org/10.18172/jes.5915

Palabras clave:

Inglés como lengua extranjera (ILE), Análisis de errores, Retroalimentación correctiva, China, Habilidades de producción escrita

Resumen

Los estudiantes de inglés como lengua extranjera (ILE, por sus siglas en inglés) suelen enfrentarse a errores gramaticales al escribir. Este estudio tuvo como objetivo identificar los tipos de errores cometidos por estudiantes chinos de ILE en la destreza de producción escrita y explorar las razones detrás de estos errores cometidos, así como la retroalimentación correctiva proporcionada por los docentes de ILE en respuesta a los errores de los estudiantes. Se empleó un diseño de investigación de estudio de caso de métodos mixtos. Se recopilaron datos de las composiciones producidas por 62 estudiantes de tercer año de educación secundaria (2º Bachillerato) en el centro educativo No.1 de Jining en Shandong, China, y de entrevistas semiestructuradas con cinco docentes de ILE de China. Los datos fueron analizados utilizando análisis temático y estadística descriptiva. Este estudio encontró que la omisión fue el error más común cometido por los estudiantes chinos de ILE. Estrategias de aprendizaje inapropiadas, transferencia negativa, excesiva generalización, falta de motivación y actitud positiva fueron las razones de este fenómeno. Se encontró que tanto la retroalimentación correctiva implícita como explícita fueron utilizadas por los instructores de ILE en respuesta a los errores de sus estudiantes. Los resultados proporcionan una evidencia pedagógica útil para los instructores de ILE en su tarea de apoyar las habilidades de producción escrita de los aprendices de ILE.

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