Written Feedback Patterns among Chilean and Spanish 6th-Grade Teachers
A Comparative Study
DOI:
https://doi.org/10.4151/S0718-09342026012201460Keywords:
teacher feedback,, teaching writing,, revision,, written commentAbstract
In the field of language and literature education, writing competence has been widely studied, although with an emphasis on student learning, leaving aside the teacher’s disciplinary knowledge and feedback strategies. This study compares the written feedback provided by Chilean and Spanish teachers of 6th grade in Chile and Spain when reviewing a draft text. The sample includes 30 teachers from public, subsidized, and private schools. A total of 654 written comments were analysed according to form, type of correction, mode, complexity, and type of support. For data analysis, Levene’s test was first applied to verify the homogeneity of variances. Based on its results, the t-test was used when the assumption of homoscedasticity was met; otherwise, the non-parametric Mann-Whitney U test was applied. The results show a preference for corrective and directive comments, focused on textual organization, with superficial observations and cold feedback. These findings help to understand how teachers guide writing in primary education and offer insights for strengthening its teaching through teacher training.
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