La Retroalimentación Inmediata en el Aprendizaje Gramatical del Inglés

This paper aims to show the results of research on the impact of the use of self-corrective exercises with immediate feedback on the learning of English grammar; methodological proposal consisting of a quasi-experimental study with three groups of first level students from different careers of the Salesian Polytechnic University of Quito, whose age ranges are between 18 to 22 years. For the study they were administered a pre-test, treatment and post-test of English grammar. Both the pre-test and the post-test considered a grammar topic related to the contents of a unit of the first level curriculum; and a similar format was used, consisting of four evaluation sections. It should be noted that the methodological proposal included a differentiated treatment in the use of instruments for each group. The advantage of using the free platform Canvas is analyzed, as a resource of educational innovation that facilitates feedback in the second language learning process of university students. It is a qualitative and quantitative research that analyzes, on the one hand, the impact of immediate feedback with metalinguistic explanations in the learning of the English language; and, on the other hand, the percentages of improvement in the grammatical learning of the students of the three groups studied. The study reflects on the improvement processes in second language learning by the students and the immediate feedback processes carried out by the teachers as a strategy to strengthen the English language learning processes. The study highlights the optimization of time and brevity of personalized response based on the process of positive and negative feedback according to the performance of each student.