Resumo

GONZALEZ LILLO, Emmy Antonella  e  MATEO GIRONA, María Teresa. Case Study on Non-Directive Feedback through Assertive Statements. Enunciación [online]. 2023, vol.28, n.1, pp.83-100.  Epub 24-Nov-2023. ISSN 0122-6339.  https://doi.org/10.14483/22486798.19750.

There are several methodologies that seek to improve the revision and rewriting process, including peer review and tutorials between a novice and a more experienced writer. In the case of tutorials, analyses of oral comments in the interaction between participants are scarce. The aim of this work is to classify the statements that allow for non-directive feedback, as well as to evaluate whether there is an improvement in the text. To this effect, an analysis was performed on the assertive statements during a tutoring session to revise and rewrite the draft of a mini essay, using the concept of speech acts, specifically assertive ones. From the recording of the tutorial obtained via Google Meet, a content analysis of assertive speech acts was carried out, obtaining a corpus of 91 out of a total of 172 statements. The texts were then evaluated by three blind peers, and their ratings were compared. The main findings are a) 17 modalities of assertive feedback: asking, warning, identifying, conceptualizing, defining, rephrasing, clarifying, reiterating, exemplifying, illustrating, quoting, using analogy (or comparison), contrasting, contextualizing, correcting, presenting varied solutions, and reinforcing; b) there is no significant improvement between the draft text and the final version. It is concluded that the presence of assertive speech acts contributes to the formative character of communicative assessment, whose objective is fostering the learner’s autonomy as a writer.

Palavras-chave : oral communication; assertiveness; formative assessment; interaction in education; feedback.

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