Feedback, for learning?: experiences of future language teachers

Abstract

This article explores the perceptions of future language teachers about feedback for learning, in the context of a research project being developed in Spain, co-funded by "Research Challenges" R+D+i Projects, the Ministry of Science and Innovation (MICINN) and the Spanish State Research Agency (AEI). To know the degree of literacy in this area, it is necessary to analyse different aspects: what knowledge one has of key concepts in assessment, what skills, among others, have been developed to assess with existing instruments (including digital ones), what is considered effective feedback and how it can be achieved. These are central issues in the training of future language teachers, who will need to be competent in feedback (digital or otherwise) to enable their learners to develop the ability to constructively appropriate evaluative feedback. In the initial phase of our project, we considered it appropriate to investigate the evaluative feedback that future teachers received when they were learning languages. To this end, we administered an online survey during the academic year 2021-2022 to a total of 60 students of the Master's Degree in Teacher Training for Secondary Education and Baccalaureate, Professional Training and Language Teaching at two public universities in Barcelona. The questionnaire focuses on exploring 1) the participants' conceptualisation of what feedback means 2) their preferences in forms of feedback, and 3) their experiences in writing assessment. The data collected, of a discursive nature, have been analysed quantitatively, but above all qualitatively. The results show agreement in the participants' perceptions of formative feedback, highlighting both strengths and weaknesses in the performance of the assessed activity, but also in indicating that the feedback received help them to learn. The latter, specifically in relation to writing, focused mainly on formal issues from a normative perspective (pointing out spelling errors specially), with little attention to discursive, functional or pragmatic elements from a communicative approach. The participants particularly value the need to involve the learner in seeking solutions autonomously through feedback which helps them to improve their textual performance by their own means. In sum, the quantitative and qualitative analysis of their responses shows that the master's student participants have positive experiences of feedback, although their theoretical and technological background needs to be expanded, as well as their attitude to evaluative comments. These are aspects to be addressed in developing the feedback literacy of future language teachers. The conclusions of the study point to the need to guide the development of future computer applications for interactive or dialogical feedback, to meet the needs of those who use them.