Los docentes de inglés en Venezuelaanálisis de sus creencias y prácticas pedagógicas con respecto a la corrección de textos escritos

Abstract

Adopting an interpretive stance by analyzing qualitative and quantitative data collected in an online questionnaire, this mixed methods research aims to explore the practices and beliefs teachers of English as a foreign language in Venezuela have regarding written corrective feedback. Using a non-probabilistic sampling, the participants are 173 professors belonging to the Association of English Teachers, VenTESOL, who teach in different educational institutes, at all levels and modalities available. In reference to the practices found, the results indicate that providing the student with the correct form of the error is the most used, followed by underlining the error, but not giving the appropriate form. It is concluded that teachers correct all errors atan average of between one or two drafts. Concerning beliefs and perspectives, teachers believe that corrective feedback is a multidisciplinary, participatory and effective process that allows students to understand, analyse and reflect on the mistakes made, as well as, promotes the development of writing skills.Additionally, this research found that the personal notion of teaching, learning and error, experience as a student, academic training, professional development, teaching experience, curricular and institutional guidelines combined with the level of English possessed by teachers, and the time available to correct are the factors that influence educators and predict their practices in relation to the provision of written corrective feedback. The implications include future research derived from the findings of this study, concrete suggestions for the improvement of teacher training programs, as well as proposals for teacher professional development.