<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012017000500533</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v39isuppl.30889</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Analysis of the scientific production on feedback on teaching English as a foreign language using ERIC database]]></article-title>
<article-title xml:lang="pt"><![CDATA[An&#225;lise da produ&#231;&#227;o cient&#237;fica sobre feedback no ensino de ingl&#234;s como l&#237;ngua estrangeira na base de dados ERIC]]></article-title>
<article-title xml:lang="es"><![CDATA[An&#225;lisis de la producci&#243;n cient&#237;fica sobre feedback en la ense&#241;anza de ingl&#233;s como lengua extranjera en la base de datos ERIC]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fluminhan]]></surname>
<given-names><![CDATA[Carmem Silvia Lima]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Murgo]]></surname>
<given-names><![CDATA[Camélia Santina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Oeste Paulista Programa de Pós-graduação em Educação ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>5</numero>
<fpage>533</fpage>
<lpage>543</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012017000500533&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012017000500533&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012017000500533&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Feedback is one of the most significant tools on learning, teaching, developing autonomy, self-efficacy and achievement in the educational environment. Its importance is emphasized in articles, dissertations and theses; however, a very little number of them have been published recently. This article intends to verify in what perspective feedback has been examined, in what ways it has been revealed to be effective for students and teachers to reach their goals and identify possible gaps of study that need to be fulfilled in future researches. In order to carry out this investigation, this study examined articles, papers and theses published from 2006 to 2015 about feedback in courses of English as a foreign language (EFL), using ERIC database. Our findings were organized into six categories: corrective feedback in oral interaction; effects of peer feedback; feedback expectancy; teachers&#8217; conceptions of intelligence and their relations in offering feedback; the effect of different types of feedback strategies on written texts; the use of feedback through technology. The results indicate that feedback is a crucial tool in the educational process and it plays a central role in learning a foreign language. Further investigations concerning feedback are suggested.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O feedback &#233; uma das ferramentas mais influentes na aprendizagem, ensino, desenvolvimento da autonomia, autoefic&#225;cia e desempenho acad&#234;mico. Apesar de ter a sua import&#226;ncia enfatizada por educadores, o que se observa &#233; um n&#250;mero muito restrito de publica&#231;&#245;es recentemente. Este artigo objetiva verificar em que perspectiva o feedback tem sido estudado, de que forma a sua efic&#225;cia &#233; demonstrada para que estudantes e professores alcancem os seus objetivos educacionais. Al&#233;m disso pretendeu-se identificar poss&#237;veis lacunas de estudo e sugerir futuras pesquisas sobre o tema. Para tanto, foram analisados artigos e teses publicados entre 2006 e 2015 sobre o uso do feedback no ensino de ingl&#234;s como l&#237;ngua estrangeira (EFL), utilizando o banco de dados ERIC. Os resultados foram organizados em seis categorias: o feedback por meio da tecnologia; as diferentes estrat&#233;gias de feedback em textos escritos; o uso do feedback entre os pares; o feedback corretivo nas intera&#231;&#245;es orais; a expectativa do uso do feedback; e as concep&#231;&#245;es dos professores acerca da intelig&#234;ncia e suas implica&#231;&#245;es no oferecimento do feedback. Os resultados revelam que o feedback &#233; uma ferramenta indispens&#225;vel no processo educativo e desempenha papel central na aprendizagem de uma l&#237;ngua estrangeira. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El feedback es una de las herramientas m&#225;s influyentes en el aprendizaje, la ense&#241;anza, el desarrollo de la autonom&#237;a, la autoeficacia y el desempe&#241;o acad&#233;mico. A pesar de tener su importancia enfatizada por educadores, lo que se observa es un n&#250;mero muy restricto de publicaciones recientemente. Este art&#237;culo tiene el objetivo de verificar en qu&#233; perspectiva el feedback ha sido estudiado, de qu&#233; forma su eficacia es demostrada para que estudiantes y profesores logren sus objetivos educacionales. Adem&#225;s, se pretendi&#243; identificar posibles lagunas de estudio y sugerir futuras investigaciones sobre el tema. Para tanto, fueron analizados art&#237;culos y tesis publicados entre 2006 y 2015 sobre el uso del feedback en la ense&#241;anza de ingl&#233;s como lengua extranjera (ILE), utilizando el banco de datos ERIC. Los resultados fueron organizados en seis categor&#237;as: el feedback por medio de la tecnolog&#237;a; las diferentes estrategias de feedback en textos escritos; el uso del feedback entre los pares; el feedback correctivo en las interacciones orales; la expectativa del uso del feedback; y las concepciones de los profesores acerca de la inteligencia y sus implicaciones en el ofrecimiento del feedback. Los resultados revelan que el feedback es una herramienta indispensable en el proceso educativo y desempe&#241;a papel central en el aprendizaje de una lengua extranjera.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[feedback strategies]]></kwd>
<kwd lng="en"><![CDATA[teaching and learning]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[EFL]]></kwd>
<kwd lng="pt"><![CDATA[estrat&#233;gias de feedback]]></kwd>
<kwd lng="pt"><![CDATA[ensino e aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="es"><![CDATA[ILE]]></kwd>
<kwd lng="es"><![CDATA[estrategias de feedback]]></kwd>
<kwd lng="es"><![CDATA[enseñanza y aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
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