<?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>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200005</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.782</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Los desafíos de la retroalimentación en la escritura. Estudio de caso en la enseñanza del español en secundaria en México]]></article-title>
<article-title xml:lang="en"><![CDATA[Challenges of providing feedback on writing. A case study in language teaching in middle school education in Mexico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Prado Robledo]]></surname>
<given-names><![CDATA[Paloma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pérez Martínez]]></surname>
<given-names><![CDATA[María Guadalupe]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,pradopaloma@hotmail.com  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Aguascalientes  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</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>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La retroalimentación es una herramienta poderosa para promover los aprendizajes de los estudiantes, sin embargo, es compleja y sus características comúnmente no permiten que sea efectiva. En la escritura, la retroalimentación es fundamental porque permite al escritor saber en qué medida ha logrado comunicar lo que buscaba. Uno de los medios para proveer retroalimentación a las producciones escritas consiste en registrarla en los mismos textos. En este artículo se caracterizan las prácticas de retroalimentación de una docente de Español a los textos escritos de sus alumnos y se analiza su potencial para promover el aprendizaje. La investigación se diseñó como un estudio de casos empleando un acercamiento cualitativo; las técnicas de obtención de información fueron entrevistas semiestructuradas y análisis de tareas. Los resultados muestran que se utilizan tres recursos para proveer retroalimentación: asignación de calificaciones, comentarios escritos y marcas gráficas. Estos recursos están presentes en la mayoría de los trabajos escritos de los alumnos, pero el análisis de sus características mostró un potencial limitado para promover la mejora del aprendizaje de los estudiantes. Se discuten las implicaciones de los hallazgos con respecto a la formación docente, el diseño curricular y las investigaciones futuras en el campo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Feedback is considered a powerful tool to promote student learning, but it is complex and its characteristics usually do not often allow it to be effectiveness. In writing, feedback is essential because it allows the writer to know to what extent the communicative purpose has been achieved. Feedback on writing is frequently provided through comments within the same texts. This paper is aimed at characterizing the feedback provided to the written work of middle school students by a Mexican language teacher, and analyzing its potential to promote students&#8217; learning. Our research design was a case study, through a qualitative approach; data was collected through semi-structured interviews and artifacts. Our results show that assigning grades, writting comments, and making graphic marks were the main resources for providing feedback. These resources were present in most of the students&#8217; written works, but the analysis of their characteristics evidenced their limited potential to promote the improvement of student learning. Implications of the findings with respect to teacher training, curriculum design, and future research in the field are discussed.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[retroalimentación]]></kwd>
<kwd lng="es"><![CDATA[enseñanza de la escritura]]></kwd>
<kwd lng="es"><![CDATA[evaluación del estudiante]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[feedback]]></kwd>
<kwd lng="en"><![CDATA[writing instruction]]></kwd>
<kwd lng="en"><![CDATA[student evaluation]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[teaching practices]]></kwd>
</kwd-group>
</article-meta>
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