Feedback as a Didactic Tool to Foster Autonomy in Second Language Acquisition
DOI:
https://doi.org/10.12795/PH.2020.v34.i01.02Keywords:
feedback, autonomy, Sociocultural Theory, Spanish as a foreign language, interactionAbstract
This article aims to explore the potential of feedback as an educational tool to promote autonomy in university learners of Spanish as a foreign language. In the Sociocultural Theory framework, feedback is meant as a collaborative activity that promotes linguistic awareness through verbal interaction. In doing so the learner becomes increasingly self-regulated, that is, autonomous. In such a learning context, the type of feedback offered is what marks the degree of potential development of autonomy. Based on a study in which the impact of three different types of feedback on the evolution of Spanish as a foreign language in C1 level learners was analysed, this article delves into its role in stimulating the process of learner autonomy.
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Accepted 2020-07-31
Published 2020-12-17
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