<?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>2215-2644</journal-id>
<journal-title><![CDATA[Revista Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Educación]]></abbrev-journal-title>
<issn>2215-2644</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-26442021000200014</article-id>
<article-id pub-id-type="doi">10.15517/revedu.v45i1.43191</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La retroalimentación escrita en la producción escrita del francés L2]]></article-title>
<article-title xml:lang="en"><![CDATA[Written Feedback for French L2 Papers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chao Chao]]></surname>
<given-names><![CDATA[Kuok Wa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Durand]]></surname>
<given-names><![CDATA[Micheline-Joanne]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Costa Rica  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Montréal  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Canadá</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>2</numero>
<fpage>14</fpage>
<lpage>32</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-26442021000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-26442021000200014&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-26442021000200014&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Esta investigación tiene como objetivos, por un lado, identificar los tipos de retroalimentación escrita dada por el profesorado a las producciones escritas de sus estudiantes según el modelo de Rodet (2000) y, por otro lado, analizar el uso de la retroalimentación escrita por parte del estudiantado. Es una investigación de tipo colaborativo con tres docentes participantes de francés de la Universidad de Costa Rica y sus grupos de estudiantes. Se emplearon varias técnicas de recolección de datos: grupo de discusión y análisis de las producciones escritas. Se realizó un análisis de contenido por medio de la herramienta QDA Miner. Los principales resultados obtenidos fueron, por parte del personal docente, el uso de la retroalimentación de tipo cognitivo en cuanto al contenido, constructivo en relación con la formulación e informativo con respecto a la intención. El estudiantado encontró una gran utilidad con respecto a la retroalimentación recibida, debido a varias razones como la motivación, la claridad de la información y la indicación de lo que se debía corregir. Por último, las recomendaciones serían utilizar las retroalimentaciones de tipo descriptivas y precisas para que sean útiles para el estudiantado. Tienen que ser también inmediatas. [DM1]]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract In order to analyze how students use annotated comments from their instructors, the Rodet model (2000) is used as the basis of this study in order to identify the various types of corrective feedback provided. The subjects included three University of Costa Rica French instructors and their students. Data was gathered from group discussions and student paper analysis with QDA Miner. Results reveal that instructors tend to use cognitive, constructive and informational feedback. Students responded positively to such feedback and stated that it was motivational, delivered clearly and highlighted what needed to be corrected. The author suggests that instructor feedback be more descriptive, specific and immediate to maximize student benefit.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Retroalimentación escrita]]></kwd>
<kwd lng="es"><![CDATA[Producción escrita]]></kwd>
<kwd lng="es"><![CDATA[Educación superior]]></kwd>
<kwd lng="es"><![CDATA[Francés]]></kwd>
<kwd lng="en"><![CDATA[Written Feedback]]></kwd>
<kwd lng="en"><![CDATA[Writing]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="en"><![CDATA[French]]></kwd>
</kwd-group>
</article-meta>
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