Abstract

This study aims to explore, by using thinking aloud protocols (TAPs), students' understanding of the feedback strategies they are corrected with. The methodology is qualitative with an exploratory scope and is based on a sample of 20 first-year journalism students from a Chilean university. Two instruments are applied: 1) making an informative text and 2) a think-aloud protocol when rewriting their texts. The results show that when student review and rewrite their texts, they embrace their professors’ feedback and can even assess their texts on their own. It is observed also that there is a relationship between feedback comprehension and the improvements students can make. It can be concluded that the use of cognitive techniques allows improving the understanding of student metacognitive processes when revising and rewriting their texts.