Contenido principal del artículo

Cuneyt Demir
Siirt University
Turquía
Núm. 36 (2021): Junio, Artículos, Páginas 101-117
DOI: https://doi.org/10.30827/portalin.v0i36.15824
Recibido: Aug 19, 2020 Aceptado: Jan 3, 2021 Publicado: Jun 21, 2021
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Resumen

Escribir en inglés siempre ha sido un obstáculo formidable para los estudiantes; en consecuencia, muchos estudios tenían como objetivo encontrar no una curita, sino soluciones completas para que los alumnos mejoraran su competencia en la escritura. Una de estas soluciones, pensada en gran medida para reducir los errores de idioma, es la corrección de errores. Sin embargo, los instructores parecen estar alternando entre diferentes retroalimentaciones correctivas con el propósito de determinar cuál es la más eficiente para sus estudiantes. Las investigaciones anteriores compararon en gran medida la retroalimentación de los compañeros y la corrección del maestro e ignoraron la autoedición. En este sentido, este estudio investigó tres métodos de corrección de errores, a saber, la autoedición, la revisión por pares y las correcciones del maestro. Para lograr esto, se crearon tres grupos de estudiantes y cada grupo, compuesto por 10 estudiantes, fue probado con un método. Para los análisis se utilizaron las pruebas U de Wilcoxon, Kruskal-Wallis y Mann-Whitney, y los resultados arrojaron diferencias significativas en términos de todos los métodos con respecto a las comparaciones de las pruebas previas y posteriores. Por otro lado, la prueba para determinar diferencias entre grupos encontró resultados significativos para el método de corrección 

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