Bibliographic citations
Guevara, K., (2024). Programa de capacitación docente para una retroalimentación formativa en el proceso de escritura de textos argumentativos en el nivel secundario [Universidad Católica Santo Toribio de Mogrovejo]. http://hdl.handle.net/20.500.12423/7911
Guevara, K., Programa de capacitación docente para una retroalimentación formativa en el proceso de escritura de textos argumentativos en el nivel secundario []. PE: Universidad Católica Santo Toribio de Mogrovejo; 2024. http://hdl.handle.net/20.500.12423/7911
@misc{renati/1106989,
title = "Programa de capacitación docente para una retroalimentación formativa en el proceso de escritura de textos argumentativos en el nivel secundario",
author = "Guevara Tineo, Karin Elizabeth",
publisher = "Universidad Católica Santo Toribio de Mogrovejo",
year = "2024"
}
One of the reasons why secondary school students fail to achieve written communicative competence is the superficial feedback they receive from teachers. The general objective of this study was to design a training program for teachers in the area of communication on how to develop formative feedback to enhance the process of writing texts in high school students. For this purpose, types of feedback were used, including positive, corrective, assertive or effective feedback, feedback with questions, feedback with strategies, feedback at the level of writing and external feedback. Basing the need for such an objective, methodologically, a diagnosis was made through a 22-question questionnaire applied to a sample of 215 graduates of RBE (Regular Basic Education) belonging to a university in Chiclayo (Peru), chosen by non-probabilistic sampling by convenience. After the students rated the task of their high school teachers in their role as writing feedbackers, the results showed that 43 % of the teachers are at the lower level and 53 % at the basic level of providing feedback during the process of writing argumentative texts. As a conclusion, we present a profile of teacher feedback and a proposal with phases appropriate to each stage of text writing, which can be implemented in writing activities of other courses hand in hand with digital competence.
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