An exploratory study on the role of L1 use in peer written feedback of L2 Writing

• Shulin Yu ^[1]
  1. [1] University of Macau

     University of Macau

     RAE de Macao (China)

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 25, 2016, págs. 135-146
• Idioma: inglés
• DOI: 10.30827/digibug.53894
• Títulos paralelos:
  • Estudio exploratorio sobre el papel que desempeña la utilización de la L1 en los comentarios escritos por compañeros acerca de la escritura de la L2
• Enlaces
  • Texto completo (pdf)
  • Texto completo  1    2 (pdf) 
• Resumen
  • español

    Si bien estudios anteriores han contribuido a que comprendamos la naturaleza de los comentarios que realizan otros compañeros, los efectos mediadores del idioma en los procesos de retroalimentación entre compañeros para alumnos de ESL/EFL no se han investigado lo suficiente. Los estudios actuales en esta materia no han conseguido explicar de qué modo pueden influir la utilización de la L1 y L2 en la comunicación oral y los comentarios escritos que realizan otros compañeros en las prácticas de retroalimentación. Tomando como base los comentarios escritos por estudiantes chinos de EFL en una encuesta, este estudio tiene como objetivo investigar cómo influye el uso de la L1 en los procesos de retroalimentación en el modo en que los compañeros redactan sus observaciones. Los resultados muestran que la L1 podría desempeñar un papel mediador en los procesos de retroalimentación escrita de compañeros, además de que puede ayudar a mediar en los recursos cognitivos en la memoria de trabajo y aportar cambios positivos a las prácticas de retroalimentación.

    Gracias a la función de apoyo que ofrece la L1, los estudiantes de la L2 podrían hacer más observaciones sobre el contenido y proporcionar comentarios más específicos. Por fin se han tenido en cuenta las implicaciones y sugerencias en cuanto al uso de la L1 en la redacción de comentarios por parte de compañeros.

  • English

    While research on peer feedback in L2 writing has proliferated in the past two decades, little research has investigated the role of language use in peer written feedback in EFL writing contexts. The existing peer feedback studies have failed to explain how the use of L1 and L2 in peer written feedback can influence the peer feedback practices. Using the peer written feedback on a survey report by Chinese EFL learners as the data, the current study aims to investigate how the use of L1 in the process of giving feedback influences the peer written feedback practices. The findings indicate that L1 could play a mediating role in the written peer feedback process and L1 was found to help mediate the cognitive resources in working memory and bring positive changes to the feedback practices. With the scaffolding role of L1, L2 learners could produce more comments on content and offer more specific feedback. Implications and suggestions regarding the use of L1 in peer feedback activity have been proposed finally

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