<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582019000300089</article-id>
<article-id pub-id-type="doi">10.15359/ree.23-3.5</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Chilean Graders&#8217; Behaviors and Perceptions of a Foreign Language Reschooling Program Towards Verbal Feedback on Pronunciation]]></article-title>
<article-title xml:lang="es"><![CDATA[Comportamiento y percepciones de estudiantado chileno de un programa de reescolarización hacia la retroalimentación oral en la pronunciación en inglés]]></article-title>
<article-title xml:lang="pt"><![CDATA[Comportamento e percepções de estudantes chilenos a partir de um programa de reeducação visando a retroalimentação oral na pronúncia do inglês]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Calisto-Miranda]]></surname>
<given-names><![CDATA[Sebastián]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ortiz-Navarrete]]></surname>
<given-names><![CDATA[Mabel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de la Santísima Concepción  ]]></institution>
<addr-line><![CDATA[Concepción ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2019</year>
</pub-date>
<volume>23</volume>
<numero>3</numero>
<fpage>89</fpage>
<lpage>106</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582019000300089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582019000300089&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582019000300089&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research study aims to provide graders of an EFL reschooling program with individual verbal feedback and analyze their behaviors and perceptions towards the intervention. This study follows an action research design conducted during three sessions in which 28 secondary school students had a dialogue with the teacher who commented on their pronunciation issues and provided with strategies in order to help them deal successfully with pronunciation issues. A field note and a semi-structured interview were used to collect data. The field note was used during the dialogue to observe students&#8217; behavior towards the feedback; the semi-structured interview was implemented after the intervention in order to describe their perceptions towards the methodology and its effect on their learning process. Thematic analysis was used to identify certain patterns of meanings; the analysis showed findings leading to the conclusion that students felt more comfortable when facing speaking activities because of the practice and repetition during the individual verbal feedback stage. Future studies could include peer feedback, because this verbal feedback may be enhanced if students work in pairs. This type of strategy may favor discussion and clarification of doubts.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El principal objetivo de este estudio es proveer al estudiantado de un programa de reescolarización con retroalimentación oral individual, y analizar sus comportamientos y percepciones hacia la intervención. Se siguió un diseño de investigación-acción durante tres sesiones con 28 estudiantes de secundaria y su profesor, quien comentaba su pronunciación y entregaba algunas estrategias para ayudar a lidiar exitosamente con actividades orales. Se tomaron notas de campo y se aplicó una entrevista semiestructurada. Las notas durante el diálogo para observar y describir el comportamiento de estudiantes hacia la retroalimentación; y la entrevista, después de la intervención, para describir sus percepciones hacia la metodología y el efecto en su aprendizaje. El análisis temático fue utilizado para identificar patrones de significados y mostrar resultados que llevan a concluir que el grupo de estudiantes estaba más seguro al lidiar con actividades orales, debido a la práctica y repetición durante la etapa de retroalimentación oral individual. Futuros estudios pueden incluir retroalimentación en pares, debido a que la retroalimentación oral puede ser potenciada, si estudiantes trabajan en parejas. Este tipo de retroalimentación puede favorecer la discusión y la disipación de dudas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo principal deste estudo é proporcionar ao grupo de estudantes de um programa de reeducação com retroalimentação oral individual, e analisar seus comportamentos e percepções em relação à intervenção. Foi feito um desenho de investigação-ação durante três sessões com 28 alunos do ensino secundário e o seu professor, que era quem comentava a sua pronúncia e fornecia algumas estratégias para os ajudar a lidar com sucesso as atividades orais. Foram tomadas notas de campo e aplicada uma entrevista semiestruturada. Foram tomadas anotações durante o diálogo para observar e descrever o comportamento dos alunos em relação a retroalimentação; e a entrevista, após a intervenção, para descrever as suas percepções em relação à metodologia e o efeito na sua aprendizagem. A análise temática foi utilizada para identificar padrões de significados e mostrar resultados que levam à conclusão de que o grupo de alunos estava mais confiante em lidar com atividades orais devido à prática e repetição durante a fase de retroalimentação oral individual. Estudos no futuro podem incluir retroalimentação em duplas, porque a retroalimentação oral pode ser melhorada se os estudantes trabalharem em pares. Este tipo de retroalimentação pode estimular a discussão e esclarecimento de dúvidas.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Action research]]></kwd>
<kwd lng="en"><![CDATA[individual feedback]]></kwd>
<kwd lng="en"><![CDATA[verbal feedback]]></kwd>
<kwd lng="en"><![CDATA[pronunciation]]></kwd>
<kwd lng="en"><![CDATA[reschooling]]></kwd>
<kwd lng="es"><![CDATA[Investigación acción]]></kwd>
<kwd lng="es"><![CDATA[pronunciación]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación individual]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación oral]]></kwd>
<kwd lng="es"><![CDATA[reescolarización]]></kwd>
<kwd lng="pt"><![CDATA[pesquisa de investigação-ação]]></kwd>
<kwd lng="pt"><![CDATA[retroalimentação individual]]></kwd>
<kwd lng="pt"><![CDATA[retroalimentação oral]]></kwd>
<kwd lng="pt"><![CDATA[pronúncia]]></kwd>
<kwd lng="pt"><![CDATA[reinserção escolar]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alamri]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Fawzi]]></surname>
<given-names><![CDATA[H. H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Students&#8217; Preferences and Attitude toward Oral Error Correction Techniques at Yanbu University College, Saudi Arabia]]></article-title>
<source><![CDATA[English Language Teaching]]></source>
<year>2016</year>
<volume>9</volume>
<numero>11</numero>
<issue>11</issue>
<page-range>59-66</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Long and Winding Road: Civil Repair of Intimate Injustice]]></article-title>
<source><![CDATA[Sociological Theory]]></source>
<year>2001</year>
<volume>19</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>371-400</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ary]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Jacobs]]></surname>
<given-names><![CDATA[L. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Sorensen]]></surname>
<given-names><![CDATA[C. K.]]></given-names>
</name>
<name>
<surname><![CDATA[Razavieh]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Introduction to research in education]]></source>
<year>2010</year>
<edition>8</edition>
<publisher-loc><![CDATA[California ]]></publisher-loc>
<publisher-name><![CDATA[Wadsworth]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bailey]]></surname>
<given-names><![CDATA[K. M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Speaking]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Nunan]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Practical English Language Teaching]]></source>
<year>2003</year>
<page-range>47-66</page-range><publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Braun]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Clarke]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using thematic analysis in psychology]]></article-title>
<source><![CDATA[Qualitative Research in Psychology]]></source>
<year>2006</year>
<volume>3</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>77-101</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chela-Flores]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Pronunciation and Language Learning: An Integrative Approach]]></article-title>
<source><![CDATA[International Review of Applied Linguistics in Language Teaching]]></source>
<year>2001</year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>85-101</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="">
<collab>DfES</collab>
<source><![CDATA[Pedagogy and practice: Teaching and learning in secondary schools]]></source>
<year>2004</year>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ebrahimi]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
<name>
<surname><![CDATA[Hajmalek]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Impact of Error Correction Strategies of Speaking Tasks on the Anxiety Level of Intermediate EFL Learners]]></article-title>
<source><![CDATA[Journal of Applied Linguistics and Language Research]]></source>
<year>2016</year>
<volume>3</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>105-16</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="">
<collab>Education First</collab>
<source><![CDATA[EF EPI English proficiency index]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Elliott]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Action research for educational change]]></source>
<year>1991</year>
<publisher-loc><![CDATA[Philadelphia ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hargreaves]]></surname>
<given-names><![CDATA[D. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Personalising learning 2: Student voice and assessment for learning]]></source>
<year>2004</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Specialist Schools and Academies Trust]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Jefferson]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Glossary of transcript symbols with an introduction]]></article-title>
<person-group person-group-type="editor">
<name>
<surname><![CDATA[Lerner]]></surname>
<given-names><![CDATA[G. H.]]></given-names>
</name>
</person-group>
<source><![CDATA[Conversation Analysis: Studies from the First Generation]]></source>
<year>2004</year>
<page-range>13-31</page-range><publisher-loc><![CDATA[Amsterdam ]]></publisher-loc>
<publisher-name><![CDATA[John Benjamins]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="">
<collab>MINEDUC</collab>
<source><![CDATA[Estudio de caracterización, percepción y expectativas de la población que asiste a establecimientos educativos para personas jóvenes y adultas]]></source>
<year>2016</year>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nazarova]]></surname>
<given-names><![CDATA[G. P.]]></given-names>
</name>
<name>
<surname><![CDATA[Kh. H.]]></surname>
<given-names><![CDATA[Umorova]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Self-confidence and its importance in learning languages]]></article-title>
<source><![CDATA[The International Scientific Journal]]></source>
<year>2016</year>
<numero>4</numero>
<issue>4</issue>
<page-range>47-9</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[Personalising education]]></source>
<year>2006</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Author]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="book">
<collab>OECD</collab>
<source><![CDATA[Education at a Glance 2009 OECD Indicators]]></source>
<year>2009</year>
<publisher-loc><![CDATA[Paris ]]></publisher-loc>
<publisher-name><![CDATA[Author]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ölmezer-Öztürk]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beliefs and practices of Turkish EFL teachers regarding oral corrective feedback: a small-scale classroom research study]]></article-title>
<source><![CDATA[The Language Learning Journal]]></source>
<year>2016</year>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pirhonen]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<source><![CDATA[Students&#8217; perceptions about the use of oral feedback in the EFL classrooms]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Finland ]]></publisher-loc>
<publisher-name><![CDATA[University of Jyväskylä]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[D. R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formative assessment and the design of instructional systems]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year>1989</year>
<numero>18</numero>
<issue>18</issue>
<page-range>119-44</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sadler]]></surname>
<given-names><![CDATA[D.R.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Beyond feedback: Developing student capability in complex appraisal]]></article-title>
<source><![CDATA[Assessment &amp; Evaluation in Higher Education]]></source>
<year>2010</year>
<volume>35</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>535-50</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sandín]]></surname>
<given-names><![CDATA[M. P.]]></given-names>
</name>
</person-group>
<source><![CDATA[Investigación Cualitativa en educación: Fundamentos y tradiciones]]></source>
<year>2003</year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[McGraw-Hill/Interamericana de España]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Steiner]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Impact of the Self-Awareness Process on Learning and Leading]]></article-title>
<source><![CDATA[New England Journal of Higher Education]]></source>
<year>2014</year>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tedick]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
<name>
<surname><![CDATA[De Gortari]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Research on Error Correction and Implications for Classroom Teaching]]></article-title>
<source><![CDATA[ACIE Newsletter]]></source>
<year>1998</year>
<volume>1</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Tolkhah]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<source><![CDATA[The effect of teacher&#8217;s feedback in speaking class on students&#8217; learning experience]]></source>
<year>2008</year>
<publisher-loc><![CDATA[Indonesia ]]></publisher-loc>
<publisher-name><![CDATA[Sanata Dharma University]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Willis]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<source><![CDATA[A framework for task- based learning]]></source>
<year>1996</year>
<publisher-loc><![CDATA[Harlow ]]></publisher-loc>
<publisher-name><![CDATA[Pearson]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wolfe]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Alexander]]></surname>
<given-names><![CDATA[R. J.]]></given-names>
</name>
</person-group>
<source><![CDATA[Argumentation and dialogic teaching: Alternative pedagogies for a changing world]]></source>
<year>2008</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Futurelab]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
