Abstract

COLMENARES VAZQUEZ, Ligia; TORRES-LOPEZ, Guadalupe Yamilet  and  SANTOYO, Carlos. Types of Feedback for Strategic Reading in Large Classes. REDIE [online]. 2025, vol.27, e19.  Epub Feb 20, 2026. ISSN 1607-4041.  https://doi.org/10.24320/redie.2025.27.e19.6171.

Feedback is essential for skill development in professional education, although efficient feedback implementation is a challenge in large classes. A quasi-experimental instructional intervention was conducted to compare the effect of two types of feedback on strategic reading performance, with two focus groups of second-semester undergraduate students completing four exercises with the Strategic Text Analysis Model (MAEtxt). One of the groups received feedback on their performance through a written message specifying the criteria for successful completion of the exercise, while the second group received personalized tutoring from six more advanced students. Responses to MAEtxt were collected online and graded with a rubric. A repeated-measures ANOVA found differences between pre- and post-scores in both groups, and a frequency analysis shows that tutoring supports more high-quality responses. Both types of feedback were shown to be effective. Therefore, tutoring is recommended whenever possible, but criteria-based feedback may also be of value if no additional resources are available.

Keywords : higher education; feedback; reading test; literacy methods; class size.

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