Simulacre Oposicions Anglès (Lengua Extranjera) #5

Read the text and answer the questions. **Feedback Literacy in EFL: From Corrections to Learning Decisions** In many secondary English classrooms, feedback is still treated as a one-way transmission: the teacher marks mistakes, students check the grade, and the process ends. Research on feedback literacy suggests this model is pedagogically weak because it assumes that quality information automatically leads to improved performance. In practice, students often receive comments they do not understand, do not trust, or do not know how to apply. Feedback literacy reframes the issue by focusing on learner agency. It includes four core capacities: appreciating feedback as a resource for growth, making judgments about quality, managing emotional responses, and taking concrete action to improve future work. In language education, this means students must learn to identify patterns in their recurring errors, distinguish between global and local revisions, and transfer lessons from one task to the next. This approach has strong implications for assessment design. If teachers want students to use feedback, tasks must create opportunities for uptake: draft-revision cycles, reflection prompts, and explicit feedforward goals. Without these structures, comments remain inert data. When feedback is embedded in iterative routines, however, students begin to perceive evaluation not as judgment day but as part of learning. Yet implementation challenges are real. Time constraints, large groups, and exam pressure can reduce feedback to shorthand codes or generic comments. Digital tools can help by automating low-level correction, but they also risk promoting superficial editing if learners focus only on fixing visible errors. The key pedagogical question is therefore not whether to give more feedback, but how to cultivate better feedback use. For high-stakes contexts such as oposiciones, feedback literacy is especially relevant. Candidates who can interpret criteria, self-diagnose weaknesses, and convert comments into strategic study plans are more likely to improve between mock exams. In this sense, feedback is not merely a teacher practice; it is a competitive skill.

Write a 400-500 word essay on: **"To what extent should AI-assisted writing be integrated into secondary EFL assessment?"** Your essay must: - Present a clear, defensible thesis - Discuss pedagogical benefits and validity risks - Refer to communicative competence and assessment principles - Propose concrete safeguards for ESO/Bachillerato - Conclude with a justified policy recommendation

A high-quality answer should: - Define AI-assisted writing and distinguish support from substitution - Address benefits (idea generation, linguistic support, differentiation) - Address risks (authorship ambiguity, overreliance, inequity, construct validity) - Propose hybrid designs (in-class writing + oral defense + process evidence) - Connect recommendations to competency-based and formative assessment under LOMLOE

Translate into English, preserving register and coherence: "A les aules d'anglès de secundària, la competència comunicativa no pot reduir-se a un conjunt de regles gramaticals memoritzades. Els alumnes necessiten aprendre a interpretar intencions, adaptar el registre a cada situació i negociar significats en interaccions reals. Això exigeix metodologies que combinin precisió formal i ús significatiu de la llengua. En aquest marc, el paper del docent és dissenyar seqüències didàctiques en què parlar, escoltar, llegir i escriure es treballin de manera integrada. L'avaluació, per tant, hauria de recollir evidències diverses i no limitar-se a proves puntuals. Quan l'alumnat rep orientacions clares i oportunitats de revisió, augmenta la seva autonomia i millora la qualitat de les produccions finals."