Influence of Strategies-Based Feedback in Students’ Oral Performance

Angie Sisquiarco, Santiago Sánchez Rojas, José Vicente Abad


This article reports on an action research study that assessed the influence of cognitive and metacognitive strategies-based feedback in the oral performance of a group of 6th grade students at a public school in Medellin, Colombia. Researchers analyzed students’ oral performance through assessment and self-assessment rubrics, applied inventories to students before and after giving them the strategies-based feedback, and interviewed all students and one parent. Results showed that strategies-based feedback supported by previous strategies instruction can help students both increase the use of strategies and improve their oral performance.


Cognitive strategies; feedback; language learning strategies; metacognitive strategies; oral performance

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