A feedback study for pre-service teachers

MARTÍNEZ, JULIA INÉS

ELT RESEARCH

IATEFL

Año: 2020

ur students on the Teacher Training Program at the University of Río Cuarto have received feedback in prior courses of the program. Yet, we observed that they experienced difficulties related to different types of feedback ?teacher, peer and self-assessment- and to the use of technology for academic and pedagogical purposes. Our interest in understanding these difficulties framed the inquiry that guided our research project. Specifically, we sought to understand the difficulties students had with feedback, its role in the process of academic writing, feedback provided by means of technology, and the inter-related role of these components in increasing students? autonomy as learners. When students understand what feedback is, it helps them reflect about their thinking process, also known as metacognition (Ertmer & Newby, 1996). As students become strategic learners, they can make decisions that affect their learning, and thus, enhance their autonomy as learners.