Feedback practices in a distance teacher education program for English teachers

• Autor(a) principal: Ribas, Fernanda Costa
• Data de Publicação: 2020
• Outros Autores: Manzan Perine, Cristiane
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Domínios de Lingu@gem
• Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/47345
• topic: Feedback; Aprendizagem; Língua inglesa; Formação de professores; EaD; Feedback; Learning; English; Teacher education; Distance education

Considering the growth of the undergraduate courses in distance education in the Brazilian context, this paper aims at analyzing the feedback processes that take place in an online English Teacher Education Program of a federal university in Minas Gerais. Feedback can be defined as comments in the form of opinion about the reactions of something in order to provide useful information for future decisions and improvements (Encarta, 2007). It is believed that feedback plays a key role in distance education, as it gives the student a perspective of development and progress in learning the language; it is an important tool for the development of students’ confidence and autonomy (Garrido, 2005) and influences motivation and learning ability of students to learn a language (Hurd, 2006). In this paper, the feedback practices of online tutors will be analyzed in two tasks posted on virtual discussion forums. The means to offer feedback adopted by the tutors, as well as their approaches (comments and error correction) will be presented and discussed. It is expected that expanding the understanding of the relationship between feedback and learning could encourage decision making to be more informed when it comes to the specificities that make up the language teacher education in distance education in regard to its challenges to promote reflection and to prepare students with proficiency in English.