Abstract

University writing involves the deployment of higher skills, such as the adaptation to the genre required for the student's insertion into the disciplinary community they have entered. In this framework, the teacher's guidance to achieve this purpose is fundamental, because depending on the type of feedback given, students will achieve their learning objectives to a greater or lesser extent. In this sense, feedback can be given in different ways (order, advice, positive assessment, negative assessment, indirect request, question-problem). Thus, how feedback is generated will have an impact on whether students improve their text and, therefore, obtain a higher grade. The use of technology has been essential in generating channels of communication between teachers and learners. Online feedback allows teachers to offer resources that paper-based feedback does not, such as suggesting sources through direct links. The use of Google docs facilitates this transmission of information and, therefore, the substantial improvement of texts, since the more complete the feedback is, the better the students' chances of improving. In this research, we present a mixed study in which we establish a correlation between the feedback obtained (mode and content) and the student's grades. Specifically, our specific objectives are 1) to analyze how students do or do not follow the indications generated in online evaluative comments made by biology and language teachers and 2) to determine whether these comments have an impact on the grade obtained by students. To analyze the data, a comparison was made between the first and second versions of the texts, assessing whether the comments from the first version were taken into account in the second version and whether, in the case of changes, these were appropriate in relation to the teacher's demands. Subsequently, a correlation is established between the grades obtained and the changes made, determining whether those who made changes obtained a higher grade than those who did not. The results indicate that there is a positive impact on the grade obtained, especially in those students who receive direct feedback through orders. Therefore, teachers need to be made aware of the effect of the mode of their feedback.