<?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>0123-4641</journal-id>
<journal-title><![CDATA[Colombian Applied Linguistics Journal]]></journal-title>
<abbrev-journal-title><![CDATA[Colomb. Appl. Linguist. J.]]></abbrev-journal-title>
<issn>0123-4641</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Ciencias y Educación de la Universidad Distrital, Bogotá Colombia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-46412018000100079</article-id>
<article-id pub-id-type="doi">10.14483/22487085.12332</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Combinar las estrategias de uso de retroalimentación correctiva escrita enfocada: un estudio con estudiantes chilenos de EFL de nivel primario superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Combining the strategies of using focused written corrective feedback and keeping a writing portfolio]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Saavedra]]></surname>
<given-names><![CDATA[Pamela Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campos Espinoza]]></surname>
<given-names><![CDATA[Mónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af2">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad Católica de Temuco  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>20</volume>
<numero>1</numero>
<fpage>79</fpage>
<lpage>90</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-46412018000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-46412018000100079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-46412018000100079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo presenta un estudio mixto que compara la producción escrita de 60 estudiantes, divididos en tres grupos intactos en un programa de pedagogía en inglés de una universidad del sur de Chile. Se implementaron tres tipos de feedback correctivo escrito indirecto (FCE) y focalizado: el Grupo 1 usó códigos (n = 23), el Grupo 2 recibió una breve explicación gramatical (n = 22); y el Grupo 3 uso el subrayado (n = 15). Se utilizó diseño pre y post test con una intervención de 16 semanas y se entregó FCE en cinco categorías lingüísticas. Durante la clase de escritura existió instrucción explícita sobre gramática y conocimiento de géneros textuales, además de escribir varias versiones de un mismo texto escrito lo que adjuntaban a su portafolio de escritura para visualizar su progreso en el tiempo. Se calculó la frecuencia y desviación estándar de cada error en el pre y post test. Los datos cualitativos se recogieron de grupos focales mediante análisis de contenido. Los resultados muestran que dos de las cinco categorías lingüísticas presentaron una mejora significativa en términos de uso correcto, y existen diferencias entre los tipos de feedback. Las entrevistas indicaron que los estudiantes estaban satisfechos con el sistema del portafolio de escritura porque les permitía evaluar su progreso; valoraban el feedback sistemático y tenían una actitud positiva hacia el proceso de escritura centrado en el proceso y la posibilidad de escribir versiones mejoradas de un mismo texto.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This report describes a mixed-methods study comparing the writing performance of 60 EFL students in three intact groups during their first semester of an English undergraduate program at a university in the South of Chile. Three types of focused, indirect written corrective feedback were used: Group 1, coding (n = 23); Group 2, brief grammatical explanation (n = 22); and Group 3, underlining (n = 15). Feedback was given on five targeted linguistic categories. A pre-test was applied before the 16-week treatment took place, as well as a post-test. Students received explicit grammar training and knowledge of genres. Multiple-drafting was used in a writing-portfolio-based class that allowed them to see their progress over time. Frequency and standard deviation of errors (viz., subject omission, spelling, subject verb agreement, capital letters and indefinite articles) were calculated for the pre- and post-test. Qualitative data were collected from group semi-structured interviews and were analyzed using content analysis. Results show that two out of the five linguistic categories (use of capital letters and indefinite articles) improved significantly in terms of accuracy, and there are differences among types of feedback. Interviews indicated that students were satisfied with the writing portfolio system because it allowed them to keep track of their progress. In addition, they valued the systematic feedback and had a positive attitude towards multiple drafting and the writing process approach.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[EFL]]></kwd>
<kwd lng="en"><![CDATA[focused WCF]]></kwd>
<kwd lng="en"><![CDATA[indirect]]></kwd>
<kwd lng="en"><![CDATA[multiple drafting]]></kwd>
<kwd lng="en"><![CDATA[writing portfolio]]></kwd>
<kwd lng="es"><![CDATA[FCE indirecto y focalizado]]></kwd>
<kwd lng="es"><![CDATA[portafolio de escritura]]></kwd>
<kwd lng="es"><![CDATA[versiones mejoradas]]></kwd>
<kwd lng="es"><![CDATA[inglés como idioma extranjero]]></kwd>
</kwd-group>
</article-meta>
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