Types of Online Reflection and Dialogic Feedback Practices regarding Pre-service EFL Teachers' Online Synchronous Microteaching Experiences

Date

2024-8

Author

Karakuş, Esra

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This study investigates the content and functions of feedback coming from different sources such as instructor, peer, and self-evaluation in relation to the online microteaching component of an ELT Methodology course offered in an EFL teacher education program during the COVID-19 pandemic. It also focuses on the responses to the instructor and peer feedback. Dialogic approaches to feedback play an important role in the study. In this regard, cognitive and social-affective dimensions were taken into consideration. Fifty-seven pre-service EFL teachers worked in small groups to prepare their lesson plans based on vocabulary, listening, and speaking skills throughout a semester within the scope of the aforementioned course. The group members took turns to act as teachers in online micro-teachings implemented with the help of web-based synchronous sessions. Data were collected through online video recordings of feedback sessions lasting approximately eight hours, self-reflection reports submitted after the implementations, and online survey responses based on the process of feedback practices. The number of participants that responded to the survey questions was fifty-seven. Hence, the same number of online video recordings and self-reflection reports was selected for the analysis. As regards the social-affective aspects, mostly expressing satisfaction, highlighting attitudes and personal traits, softening negative feedback, and showing empathy came to the fore. Concerning the cognitive aspects, lesson planning and procedures, providing a rationale for feedback, online material design and adaptation, and use of teaching techniques were found to be common prominent aspects. In addition, the functions such as expressing gratitude, facilitative, referring, and agreeing were specified as the main outstanding ones for all types of reflection and dialogic approaches to feedback. This study might shed light on the content, functions, and phases of dialogic feedback practices that take place in online micro-teaching sessions implemented through web-based synchronous sessions. Moreover, in light of the findings, the study proposes a model regarding dialogic feedback practices in online microteaching contexts.

Subject Keywords

online microteaching, dialogic feedback, online reflection, pre-service teachers

URI

https://hdl.handle.net/11511/110796

Collections

Graduate School of Social Sciences, Thesis