asa

Authors

DOI:

https://doi.org/10.53877/7hskt363

Keywords:

asda

Abstract

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Author Biographies

  • Kelly Pamela Chumaña Herrería, Universidad Tecnológica Indoamérica

    Universidad Tecnológica Indoamérica. Ecuador.

  • Verónica Gissela Jarrin Escobar, Universidad Tecnológica Indoamérica

    Universidad Tecnológica Indoamérica. Ecuador.

References

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Bitchener, J., & Ferris, D. R. (2013). Written corrective feedback in second language acquisition and writing. Routledge. https://short.do/7ZXaO1

Cañizares, F., & Ramírez, M. (2024). Peer feedback and its impact on university students’ writing. AtoZ: Novas Práticas em Informação e Conhecimento, 13, 1–9. https://doi.org/10.5380/atoz.v13i0.90734

Cen, Y., & Zheng, Y. (2024). The motivational aspect of feedback: A meta-analysis on the effect of different feedback practices on L2 learners’ writing motivation. Assessing Writing. https://doi.org/10.1016/j.asw.2023.100802

Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment—Companion volume. Council of Europe. https://n9.cl/05o3wb

Crosthwaite, P. (2024). The grass is not always greener: Teacher vs. GPT-assisted written corrective feedback. ResearchGate. https://short.do/pRNQGX

Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Ablex Publishing.

Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97–107. https://doi.org/10.1093/elt/ccn023

Ferris, D. R. (2004). The “grammar correction” debate in L2 writing: Where are we, and where do we go from here? Journal of Second Language Writing, 13(1), 49–62. https://doi.org/10.1016/j.jslw.2004.04.005

Gonzalez, P., & Sarango, C. (2023). Effectiveness of teacher and peer feedback in EFL writing: A case of high school students. International Journal of Learning, Teaching and Educational Research, 22, 73–86.

Guerrero, S., & Moreira, A. (2025). Ecuadorian EFL teachers’ experiences in fostering students’ [título incompleto]. UNESUM-Ciencias, 9(2), 124–136. https://short.do/DUsut4

Khudaverdiyeva, T. (2025). The importance of writing in language acquisition: A cognitive, communicative and pedagogical perspective. ResearchGate. https://n9.cl/bpjbdp

Kloss, S., & Quintanilla, A. (2024). Self-revision strategies in argumentative writing: A study with teaching students. https://n9.cl/hpz6t

McLeod, S. (2024). Vygotsky’s zone of proximal development. ResearchGate. https://n9.cl/x75m0

Ministerio de Educación del Ecuador. (2016). Currículo de los niveles de educación obligatoria: Área de Lengua y Literatura. Ministerio de Educación. https://educacion.gob.ec

Mohamad, A. (2023). Socio-cultural theory and its impact on better language learning environment for EFL learners in Oman. ResearchGate. https://short.do/F_m7wS

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of current practice. Cambridge University Press.

Tamayo, M., & Cajas, D. (2017). Strategies of metalinguistic and recast feedback during oral interactions. Colombian Applied Linguistics Journal, 19(2), 195–208. https://doi.org/10.14483/22487085.11315

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Washington University in St. Louis. (2026). Using peer review to help students improve their writing. Center for Teaching and Learning. https://short.do/4xpBM2.

Published

2026-07-08

How to Cite

Chumaña Herrería, K. P., & Jarrin Escobar, V. G. (2026). asa. RICEd: Revista De Investigación En Ciencias De La Educación, 4(8), 61-75. https://doi.org/10.53877/7hskt363