<?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>2215-4132</journal-id>
<journal-title><![CDATA[Revista Innovaciones Educativas]]></journal-title>
<abbrev-journal-title><![CDATA[Innovaciones Educativas]]></abbrev-journal-title>
<issn>2215-4132</issn>
<publisher>
<publisher-name><![CDATA[Universidad Estatal a Distancia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-41322023000200014</article-id>
<article-id pub-id-type="doi">10.22458/ie.v25i39.4580</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La implementación de retroalimentación correctiva asincrónica en línea efectiva sobre la producción oral de estudiantes de inglés como lengua extranjera en clases universitarias orales en modalidad virtual]]></article-title>
<article-title xml:lang="en"><![CDATA[The implementation of effective online asynchronous corrective feedback on the oral production of english as a foreign language learners in university virtual speaking classes.]]></article-title>
<article-title xml:lang="pt"><![CDATA[A implementação de feedback corretivo on-line assíncrono eficaz na produção oral de alunos de inglês como língua estrangeira em aulas orais universidades virtuais.]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ugalde Ramos]]></surname>
<given-names><![CDATA[Óscar Abel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Europea del Atlántico  ]]></institution>
<addr-line><![CDATA[Barcelona ]]></addr-line>
<country>España</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<numero>39</numero>
<fpage>14</fpage>
<lpage>35</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-41322023000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-41322023000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-41322023000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El principal objetivo del presente proyecto de investigación es el de identificar la efectividad de la retroalimentación correctiva asincrónica sobre la producción oral de estudiantes universitarios tomando un curso integrado de Inglés en línea como parte de su programa de estudios. Todos los instrumentos de investigación y el método de retroalimentación correctiva propuesto fueron aplicados en la sección oral del curso con una duración de dieciséis semanas. El estudio siguió un diseño de métodos mixtos, donde los datos cualitativos fueron recolectados por medio de una escala de análisis del habla, mientras que los datos cuantitativos fueron recolectados por medio de un cuestionario sobre las preferencias de los estudiantes en relación con la retroalimentación correctiva en clases de inglés orales. Una prueba oral inicial y una final fueron utilizadas como pre- test y post-test, respectivamente, para medir el nivel de mejora después de la fase de intervención. Opuesto a la posición de Nunan (1992) acerca del uso de retroalimentación positiva en lugar de retroalimentación correctiva, el presente proyecto encontraba sus cimientos en la concepción de que las reacciones y reflexiones de los instructores sobre las formas incorrectas del lenguaje meta son una parte crucial de todo el espectro de aprendizaje de un idioma. Resultados muy interesantes fueron encontrados, primero, para los dos principales tipos de errores analizados en el estudio (Gramática y Vocabulario, y Pronunciación), hubo una disminución en cantidad cuando se comparan los resultados de la prueba inicial con los de la prueba final, representando así, que los estudiantes cometieron 10% menos errores en la prueba final. De forma poco sorpresiva, los estudiantes favorecieron unánimemente el uso de la retroalimentación correctiva en las clases de idiomas. Sin embargo, no se encontró mayor diferencia en las preferencias sobre los tipos de retroalimentación correctiva, sincrónica o asincrónica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research project had as main aim that of identifying the effectiveness of asynchronous corrective feedback on the oral production of university students taking an online integrated English course as part of their program. All research instruments and tested corrective feedback method were applied in the speaking section of the course that had a duration of sixteen weeks. The study followed a mixed-methods design, where qualitative data was gathered by means of a leaners' speech analysis scale, while quantitative data was gathered through a questionnaire addressing language learners' preferences in relation to corrective feedback in oral English classes. A first oral test and final oral test were also used as pre-test and post-test to measure the level of improvement after the intervention phase. Opposed to Nunan's (1992) position towards the use of positive feedback instead of corrective feedback, the present research project was underlaid by the conception that teachers' reactions and reflections on learners' deviant forms of the target language are a crucial part of the whole language learning spectrum. Very interesting findings were shed, first, for the two main types of errors analyzed in the study (Grammar and Vocabulary, and Pronunciation), there was a diminution in quantity when comparing the results from the first exam to those of the final exam, representing those learners committed 10% less errors in the final oral exam. Unsurprisingly, students unanimously favored the use of corrective feedback in their language classes. However, preferences on synchronous and asynchronous corrective feedback showed no major difference]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O principal objetivo do presente projeto de pesquisa é identificar a eficácia do feedback corretivo assíncrono na produção oral de estudantes universitários que fazem um curso de inglês on-line integrado como parte de seu programa de estudos. Todos os instrumentos de pesquisa e o método de feedback corretivo pro- posto foram aplicados na seção de fala do curso, com duração de dezesseis semanas. O estudo seguiu um projeto de métodos mistos, em que os dados qualitativos foram coletados por meio de uma escala de análise da fala, enquanto os dados quantitativos foram coletados por meio de um questionário sobre as preferências dos alunos em relação ao feedback corretivo nas aulas de inglês oral. Um teste oral inicial e um final foram usados como pré-teste e pós-teste, respectivamente, para medir o nível de aprimoramento após a fase de intervenção. Em oposição à posição de Nunan (1992) sobre o uso de feedback positivo em vez de feedback corretivo, o presente projeto baseou-se na concepção de que as reações e reflexões dos instrutores sobre formas incorre- tas do idioma-alvo são uma parte crucial de todo o espectro do aprendizado de idiomas. Foram encontrados resultados muito interessantes: primeiro, para os dois principais tipos de erros analisados no estudo (gramática e vocabulário e pronúncia), houve uma diminuição na quantidade ao comparar os resultados do teste inicial com os do teste final, o que representa que os alunos cometeram 10% menos erros no teste final. Não é de surpreender que os alunos tenham sido unânimes em favorecer o uso de feedback corretivo nas aulas de idiomas. No entanto, não foi encontrada nenhuma diferença importante nas preferências pelos tipos de feedback corretivo, síncrono ou assíncrono.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Feedback]]></kwd>
<kwd lng="en"><![CDATA[Electronic Learning]]></kwd>
<kwd lng="en"><![CDATA[Second Language Instruction]]></kwd>
<kwd lng="en"><![CDATA[Oral Expression]]></kwd>
<kwd lng="en"><![CDATA[University Students.]]></kwd>
<kwd lng="es"><![CDATA[Retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje en Línea]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de una Segunda Lengua]]></kwd>
<kwd lng="es"><![CDATA[Expresión Oral]]></kwd>
<kwd lng="es"><![CDATA[Estudiante Universitario.]]></kwd>
<kwd lng="pt"><![CDATA[Feedback]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem on-line]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de segundo idioma]]></kwd>
<kwd lng="pt"><![CDATA[Conversação]]></kwd>
<kwd lng="pt"><![CDATA[Estudante universitário]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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