ROMANO MARÍA ELISA
Congresos y reuniones científicas
Título:
Developing learner autonomy in EFL writing: From indirect feedback to self-monitoring
Lugar:
San Miguel de Tucumán
Reunión:
Congreso; Terceras Jornadas de Actualización para Profesores de Inglés; 2012
Institución organizadora:
Universidad Nacional de Tucumán
Resumen:
Research on foreign language pedagogy has emphasized the importance of encouraging the development of learner autonomy throughout the learning process (Benson, 2001; Brufee, 1999). Within the specific field of foreign language writing, it has also been acknowledged that the development of strategies that lead to autonomy and critical revision are fundamental in order to improve both the writing process and textual products (Cresswell, 2000; Goldstein, 2010; Hyland, 2007). In this paper, we describe two ways of providing written feedback that aim at fostering progressive autonomy in writing, namely, explicit indirect feedback and self-monitoring. The former is a type of feedback which makes use of symbols, abbreviations and/or marks in order to orient students? revision of their first drafts, while the latter is a student-initiated type of feedback which relies on students? doubts or questions about their own texts. These feedback practices are currently being put into practice in our academic context, the teacher and translation undergraduate programs at the Facultad de Lenguas, Universidad Nacional de Córdoba, and have been the focus of research for some years now. The purpose of this paper is to show how the implementation of explicit indirect feedback followed by self-monitoring can help undergraduate students become more autonomous learners.