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Amatto, Graciela

Domingo, 06 Julio 2014 18:44

Sarchione, Mirta

Domingo, 06 Julio 2014 18:42

APIBA SIGs Opening Event 2014

Martes, 01 Abril 2014 23:41

If you are interested in participating in one or more of APIBA Special Interest Groups, enrol here!

López, Patricia

Viernes, 21 Febrero 2014 14:48

Otra información de contacto Facebook

Pérez, Marcela

Martes, 18 Febrero 2014 20:51

Newsletter N° 48 - Diciembre 2013

Lunes, 30 Diciembre 2013 16:27

In this issue:

  • • From the President
  • • Annual General Meeting: 30 Nov 2013
  • • APIBA SIGs Closing Event
  • • End-of-Year Toast
  • • APIBA History: 40 Years
  • • Visit FAAPI ‘13 Virtual Platform
  • • FAAPI 2014 by APISE Santiago del Estero
  • • APIBA Members’ Contributions
  • • Discounts and benefits for APIBA Members


Lunes, 30 Diciembre 2013 15:14

Acta 393. 30 de noviembre de 2013

Presidente: Virginia López Grisolía
Vicepresidente: Jorge Ghenadenik
Secretaria: Romina Nulhem
Tesorera: Cecilia Cicolini
Protesorero: Cristian Ariel Colucci
Vocal Titular 1º: Diana Schcolnicov
Vocal Titular 2º: Mariángeles Portilla
Vocal Suplente 1º: María Luisa Ghisalberti
Vocal Suplente 2º: Laureana Moreno


Newsletter N° 47 - Noviembre 2013

Sábado, 07 Diciembre 2013 17:07

In this issue:

  • • From the President
  • • FAAPI 2013 Conference Round-up
  • • APIBA SIGs at FAAPI ‘13
  • • Publish or Perish: Research, Academic Writing and Higher Education Institutions” at Universidad de Belgrano
  • • Honorarios Profesionales: Actualización agosto-diciembre 2013
  • • APIBA Programmes
  • • APIBA 2013 Publications
  • • APIBA Members’ Contributions
  • • APIBA Best-Average Awards 2013
  • • Interview on APIBA
  • • News from FAAPI: A.J.A.L.
  • • Discounts and benefits for APIBA Members
  • • FAAPI 2014 by APISE Santiago del Estero
  • • Social News from APIBA Members
  • • Welcome all 2013 New APIBA Members!
  • • SIGs Closing – Annual General Meeting – End-of-Year Toast

Lopardo, Silvana

Sábado, 30 Noviembre 2013 13:49

Analía Kandel

Lunes, 25 Noviembre 2013 21:07

“Coaching Teacher Trainees in the Provision of Peer Feedback: Effect on Attitudes Towards Writing and Feedback-Giving Practices”

AUTHOR: Analía Kandel

YEAR: 2001

TYPE OF ACADEMIC WORK: M.A. in T.E.F.L. Dissertation

ACADEMIC INSTITUTION: School of Linguistics and Applied Language Studies, The University of Reading

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KEYWORDS: Writing, Process Writing, Peer Feedback, Feedback on students’ written work, Attitudes, Innovation Management



On the premise that teachers teach as they were taught, and on the basis of a clash the researcher observed in her teaching situation concerning the way teacher trainees were taught writing and the way they were expected to teach writing, the present study set out to investigate the extent to which the implementation of and coaching in peer feedback (PF) would affect trainees' attitudes towards writing and their own feedback-giving practices.

Attitudes towards writing and feedback-giving practices were explored within a group of trainees that experienced and were coached in the provision of PF. Findings suggest that the treatment had a positive effect on trainees' attitudes towards writing and their own feedback-giving practices. By the end of the study, trainees seemed to have a broader conception of what writing involves, seeing it as a process and as communication with an audience. This broader understanding of writing became apparent through the more process-oriented feedback they provided on a first draft of a student text. Moreover, they seemed to place more value on writing, and their perception of self as writers also seemed to have improved. All this affected positively their feelings about writing which, in turn, also improved their own feelings about teaching writing. Some trainees also reported changed views on the efficacy of different types of feedback for the improvement of the writing skill in English. While some appeared to now rely more on the efficacy of a focus on content and organisation, which was noticeable in the feedback they provided on the student text, others appeared to have begun to trust the efficacy of both providing and receiving PF, and most of them seemed willing to apply PF to various contexts in their future careers. Feedback-giving practices were also investigated through the comparison of the annotations on the first draft of a student text made by the group of trainees who had experienced and received coaching in PF and those of a parallel group of trainees who had only received teacher feedback. By the end of the study, the former group appeared to exhibit more process-oriented feedback-giving practices than the latter, which supported the results obtained in the exploratory part of the study.

Finally, it is suggested that a similar PF implementation and coaching programme to the one presented in this study could be used to teach writing in teacher education contexts with the aim of setting models of good teaching practice that trainees could transfer to their own classrooms in the future.