Please use this identifier to cite or link to this item: http://repositorio.cidecuador.org/jspui/handle/123456789/1124
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dc.contributor.authorSilvia Morales-Morejón-
dc.contributor.authorMarta Álvarez-Peña-
dc.contributor.authorJulio Mora-Aristega-
dc.contributor.authorAngelica Mora-Aristega-
dc.date.accessioned2022-04-28T02:31:29Z-
dc.date.available2022-04-28T02:31:29Z-
dc.date.issued2022-04-01-
dc.identifier.urihttp://repositorio.cidecuador.org/jspui/handle/123456789/1124-
dc.description.abstractThis study aims to identify standard practices to provide formative feedback on spoken production in an e-learning environment while contrasting the perception of teachers and students. Qualitative research was conducted with 58 learners and 30 teachers. They were interviewed virtually to identify their perceptions regarding the topic. The findings indicate that both learners and teachers have similar  opinions  about the importance of formative feedback  on speaking activities. However, while teachers complain about the large groups and limited time, learners criticize the quality of feedback; the main objection is the lack of personalization and details on feedback.-
dc.titleFormative Assessment on Spoken Production in EFL Learners involve in E-Learning Environment-
dc.date.updated2022-04-28T02:31:28Z-
Appears in Collections:Revista de Investigación en Ciencias de la Educación, Horizontes Vol. 6 Núm. 22 (2022)



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