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
收藏
页码：29 / 48
页数：20
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