Resumen

BAZARIM, Milene  y  COLACO, Joarlan de Sousa. FORMATIVE FEEDBACK AS A SCAFFOLD TO IMPROVE WRITING COMPETENCE OF PRIMARY EDUCATION STUDENTS. Educ. Teoria Prática [online]. 2021, vol.31, n.64, e47. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v31.n.64.s14917.

This work sought to identify the most suitable feedback methodologies to improve writing competence of primary education students. It consists of a case study based on the field of applied linguistics conducted with data collected from texts produced by students and the feedback written by the Portuguese teacher. These records were analyzed in the light of feedback as both a text and a form of dialogue on which students can rely during the rewriting act. The analysis reveals that textual-interactive correction was the most used feedback methodology among the three analyzed – namely, resolving, controlled, and textual-interactive correction, – being the most effective in improving student’s writing competence. These results point to alternative concepts and/or paths for text feedback of several genres, thus contributing both in the initial and continuing education of Portuguese Language teachers.

Palabras clave : Textual-interactive correction; Feedback methodologies; Scaffolding; Applied linguistics.

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