Feedback in writing instruction in secondary education
a multiple case study
DOI:
https://doi.org/10.4151/S0718-09342025011801174Keywords:
school writing, formative assessment, feedback, secondary education, writing teachingAbstract
This multiple case study seeks to describe the writing feedback practices in secondary education, of five Language Arts teachers from the Metropolitan Region of Chile. The participants in the sample worked in public and private schools with high- and low-achievement academic profiles. The analysis was carried out on a corpus of 71 students’ writing tasks, which included 2,188 coded comments. This description was further complemented with triangulation data from classroom observations and interviews. The results revealed similarities in the time elapsed between the submission and return. The most commonly used feedback technique was crossing out and rewriting, with a low frequency of modes that incorporated the process approach and metacognition. The focus of comments was on spelling, genre and punctuation. In addition, the comments of teachers from high achievement schools, both public and private, stood out for stimulating higher cognitive skills in their students.
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Revista Signos. Estudios de Lingüística
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright agreement:
Authors who have a manuscript accepted for publication in this journal agree to the following terms:
Authors will retain their copyright and grant the journal the right of first publication of their work by means of this copyright agreement document, which is subject to the Creative Commons Acknowledgment License that allows third parties to share the work provided that its author and first publication in this journal are indicated.
Authors may adopt other non-exclusive license agreements for distribution of the published version of the work (e.g., depositing it in an institutional repository or publishing it in a monographic volume) as long as the initial publication in this journal is indicated.
Authors are allowed and encouraged to disseminate their work via the internet (e.g., in institutional publications or on their website) before and during the submission process, which can lead to interesting exchanges and increase citations of the published work (read more here).
