Prospective Feedback to Improve Speaking and Affective Dimensions in Higher Education Students

被引：0

作者：

Cancino, Pablo Aedo ^{[1
]}

机构：

[1] Univ Concepcion, Concepcion, Chile

来源：

HOW-A COLOMBIAN JOURNAL FOR TEACHERS OF ENGLISH | 2025年 / 32卷 / 01期

关键词：

anxiety; feedback; formative assessment; self-confidence; speaking skill; FORMATIVE ASSESSMENT;

D O I：

10.19183/how.32.1.639

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The article presents a pedagogical experience with a course of undergraduate students from various programs. The main objectives were to improve their oral skills in English, increase their selfconfidence, reduce language-specific anxiety, and provide individual prospective feedback. An action research design was employed, adhering to the conditions of effective feedback proposed by Sadler (2010). Through oral assessments and a semi-structured interview, positive effects were observed in the students' oral proficiency and psychological factors such as self-confidence, beliefs, and anxiety.

引用

页码：29 / 48

页数：20

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