Examinando por Autor "Espinoza Peralta, Allen"

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    Ítem
    Matacognitive instruction, corrective feedback, and feedback seeking behavior : a classroom study
    (Universidad Andrés Bello, 2019) Barra Vallejos, Karina; Espinoza Peralta, Allen; Muñoz Duarte, Sebastián; Gatica Pettersen, Felipe; Herrera Pérez, Valentina; Sato, Masatoshi; Facultad de Educación y Ciencias Sociales
    This quasi-experimental study examined how metacognitive instruction (MI), together with corrective feedback (CF), affected seventh-graders’ feedbackseeking behavior (FSB). The current study was conducted in a private school located in Santiago, Chile. Seventy-five students participated in the study for over six weeks. The participants were divided into three groups, Group A and B were the experimental groups: Group A’s treatment consisted of MI+CF, while Group B consisted of CF only. Group C was the control group and received no treatment on neither MI nor CF. The data was collected via (a) self-reported questionnaire on FSB+MI+CF (pre-test and post-test); (b) three intervention sessions carried out in the course of three weeks in 30 minutes each, (c) three classroom observations post the sessions of Group A and three observations in Group B and C; and (d) students’ journals on their reflections after each session. The results suggested that CF and MI increased learners’ FSB. However, CF (explicit corrections) alone decreased learners’ FSB even though it increased learners’ perceptions of CF. In terms of metacognition for oral communication, without instruction, learners lessened their appreciation of metacognition as a learning strategy. Additionally, the present study suggests pedagogical implications and ideas for further research.