Aprobación o desaprobación. Actitudes de estudiantes de ELE en Suecia hacia la retroalimentación

Abstract

A general focus on summative assessment has led to feedback and formative assessment taking a less prominent role in ELE teaching, to the extent that its value has been questioned by students to the point where they do not know what to do with it and admit it as redundant. This study aims to investigate and highlight students’ attitudes towards feedback and how teachers' strategies can motivate students in modern language teaching. The students' perception of feedback as a key strategy was obtained through quantitative structured surveys in which eleven ELE classes with students aged twelve-thirteen from different primary schools in different regions of Sweden participated. The conclusion of this study revealed negative results to attitudes where students pointed out the value of feedback for them and what is understood to be the biggest problem why this reveal, the main reason is that they do not have feedback integrated in their learning today, do not understand the feedback from the teacher and its purpose nor what they are to do with it. Various challenges in the use of feedback were also identified. Further research is needed to better understand the role of feedback and its implementation in ELE teaching, especially in terms of understanding it for learning and how they can use it for their learning.