Author Information
Lilian Gómez Álvarez, Universidad de Concepción, ChileAnita Ferreira Cabrera, Universidad de Concepción, Chile
Abstract
This quasi-experimental study explores (n=30) Chilean pre-service EFL Teachers' gains in L2 academic writing after a four-week intervention that used online cycles of reflective practice and peer-feedforward on academic writing skills. Participants’ performance was assessed using IELTS writing task 2 format for the pre- and the post-tests and the public version of the international test band descriptors, which measure performance in four areas, namely: Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. Findings revealed statistically significant gains in all criteria, with the greatest improvement observed in Task Response, Coherence and Cohesion, and Lexical Resource. The intervention proved particularly effective for lower-performing participants, highlighting the potential of integrating cycles of reflective practices and peer-feedforward into pre-service teachers’ academic writing, with important implications for teacher formation.
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