Abstract

This multiple case study seeks to describe the writing feedback practices in secondary education, of five Language Arts teachers from the Metropolitan Region of Chile. The participants in the sample worked in public and private schools with high- and low-achievement academic profiles. The analysis was carried out on a corpus of 71 students’ writing tasks, which included 2,188 coded comments. This description was further complemented with triangulation data from classroom observations and interviews. The results revealed similarities in the time elapsed between the submission and return. The most commonly used feedback technique was crossing out and rewriting, with a low frequency of modes that incorporated the process approach and metacognition. The focus of comments was on spelling, genre and punctuation. In addition, the comments of teachers from high achievement schools, both public and private, stood out for stimulating higher cognitive skills in their students. © 2025 PUCV, Chile