Contribución del feedback correctivo escrito indirecto en el aprendizaje del morfema -s de verbos en inglés en tercera persona singular, en estudiantes de enseñanza básica

Abstract

This article reports the results of a study on the effectiveness of indirect written corrective feedback in the treatment of the morpheme -s of English verbs in third person singular, among fourth-grade primary learners that study English as a foreign language. The findings show that even when the participants' competence in the target language was elemental and language teaching was confined to classroom setting, students significantly increased accurate use of the form under study. This suggests that indirect written corrective feedback promotes the learning of the studied structure.