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TY - JOUR
JO - ARIES, Anuario de Antropología Iberoamericana
TI - RETHINKING THE ROLE OF FEEDBACK AS CONSTITUENT OF A RELATIONAL/DIALOGIC APPROACH IN THE EFL CLASS.
VL - 
IS - 2022
PB - Asociación AIBR, Antropólogos Iberoamericanos en Red
T2 - ARIES, Anuario de Antropología Iberoamericana
PY - 2022
M1 - 
SN - 2530-7843
UR - https://aries.aibr.org/articulo/2022/12/4382/rethinking-the-role-of-feedback-as-constituent-of-a-relationaldialogic-approach-in-the-efl-class
DO - doi:
AU - Abigail Pozo Reinoso
A2 - 
A3 - 
A4 - 
A5 - 
A6 - 
A7 - 
SP - 
LA - Esp
DA - 12/08/2022
KW - Assessment, Feedback, Dialogue, Knowledge, EFL, Perceptions.
AB - Spanish: In regards to assessing teaching learning processes, from mid XIX century to most recent research made by, for instance, O’Donovan’s in 2017, challenges have been found concerning knowledge and the process of knowing and their effect on how students’ attitudes towards evaluation differ depending on how they perceive knowledge and knowing. There is a debate on why feedback has not yet been incorporated harmoniously within formative assessment, finding power structures around knowledge as an obstacle. Recent studies such as Ajjawi’s in 2018 have provided evidence on feedback being a fundamental aspect in learning and recommending it to be pluralist, contextualized, dialogic and relational. In other words, that feedback’s principal component should be a dialog among peer students, teachers and between students and teachers. Our research aims at questioning how feedback strategies respond or not to a constructivist and democratic dynamic and placing in our imaginary the possibility of dialog in feedback during English as a Foreign Language (EFL) classes by using interviews, surveys and focus groups with teachers and students. We embarked in an exploration around the perceptions of teachers and students on the role of feedback within education and their imaginaries about how to improve EFL skills through the involvement of authentic feedback.    English: In regards to assessing teaching learning processes, from mid XIX century to most recent research made by, for instance, O’Donovan’s in 2017, challenges have been found concerning knowledge and the process of knowing and their effect on how students’ attitudes towards evaluation differ depending on how they perceive knowledge and knowing. There is a debate on why feedback has not yet been incorporated harmoniously within formative assessment, finding power structures around knowledge as an obstacle. Recent studies such as Ajjawi’s in 2018 have provided evidence on feedback being a fundamental aspect in learning and recommending it to be pluralist, contextualized, dialogic and relational. In other words, that feedback’s principal component should be a dialog among peer students, teachers and between students and teachers. Our research aims at questioning how feedback strategies respond or not to a constructivist and democratic dynamic and placing in our imaginary the possibility of dialog in feedback during English as a Foreign Language (EFL) classes by using interviews, surveys and focus groups with teachers and students. We embarked in an exploration around the perceptions of teachers and students on the role of feedback within education and their imaginaries about how to improve EFL skills through the involvement of authentic feedback.   
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ER -