Eficácia da translinguagem no feedback corretivo oral na revisão da escrita dos aprendentes de PLE : um estudo quase-experimental

Abstract

Translanguaging pedagogy has garnered increasing attention in the field of second and foreign language education. Meanwhile, corrective feedback (CF) is widely acknowledged as a key factor in enhancing learners' language proficiency. However, the specific role of translanguaging in the context of oral corrective feedback during foreign language writing instruction remains underexplored-particularly its effectiveness in improving learners' revision accuracy. This quasi-experimental study investigates the impact of translanguaging in teachers' OCF on the revision performance of intermediate-level learners of Portuguese as a Foreign Language (PFL). Three feedback conditions were compared: (1) translingual CF provided by a native Portuguese-speaking tutor, (2) translingual CF provided by a non-native (Chinese) Portuguese tutor, and (3) automated corrective feedback. A total of 25 university students in Macau SAR were assigned to one of four groups: two translanguaging CF groups, one automated CF group, and a control group without feedback. Results indicate that both translanguaging CF groups significantly outperformed the automated CF and control groups in revision accuracy. However, the effects varied slightly depending on the error types targeted during revisions. These findings underscore the pedagogical value of translanguaging in oral feedback contexts and offer insights for enhancing PFL writing instruction.