Efectos de la autoevaluación y la retroalimentación entre pares en la mejora del desempeño en oratoria de los estudiantes de L2
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Este estudio examinó los efectos de la autoevaluación y la retroalimentación entre pares en la mejora del desempeño en oratoria entre estudiantes que aprenden inglés como lengua extranjera. Se asignaron tres clases intactas de un instituto a una de tres condiciones de evaluación formativa: autoevaluación (N = 30), retroalimentación entre pares (N = 32) y evaluación del profesor (N = 30), con el fin de comparar la efectividad de las evaluaciones autónomas y recíprocas dirigidas por los estudiantes con el enfoque tradicional basado en la evaluación del profesor. Los participantes también completaron la Encuesta sobre el Yo en L2 y la Escala de Ansiedad en el Aula de Lengua Extranjera antes y después de un período de instrucción de 12 semanas. Los resultados indicaron que el tipo de evaluación influyó significativamente en la mejora del desempeño y la reducción de la ansiedad, pero no produjo efectos diferenciados en la motivación. Específicamente, los grupos de autoevaluación y evaluación del profesor mostraron mayores mejoras en el desempeño del discurso y niveles más bajos de ansiedad en comparación con el grupo de retroalimentación entre pares. Los hallazgos sugieren que la autoevaluación, cuando se implementa adecuadamente, puede mejorar la autoconciencia y la autonomía de los estudiantes en su proceso de aprendizaje, siendo tan efectiva como la evaluación del profesor para el desarrollo de las habilidades orales. El estudio también recomienda que los docentes sean conscientes del posible malestar o ansiedad que la retroalimentación entre pares puede generar, especialmente cuando la desconfianza y los sesgos en las relaciones interpersonales son factores de preocupación en el aula.
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