Providing web-based feedback in distance language education
Instructors' preferences and shared responsibilities
Dados Bibliográficos
| ID | 21282575 |
|---|---|
| Autores | Huiwan Zhang (0000-0002-9968-1031, Jiangsu University, autor correspondente), Chongyue Li (Jiangsu University) |
| Ano | 2026 |
| Volume | 267 |
| Páginas | 107097 |
| Data de publicação | 2026-07-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Acta Psychologica (JOURNAL) |
| Identificadores do periódico | ISSN: 0001-6918 • E-ISSN: 1873-6297 |
| Editora | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.actpsy.2026.107097 |
| PMID | 42176449 |
| OpenAlex | W7162189475 |
| Idioma | EN |
| Referências citadas | 55 |
This study examines the web-based feedback preferences of pre-service online language instructors working in a one-to-one distance learning setting. Informed by the extant literature on web-based feedback methodologies, it investigates pre-service teachers within a large-scale distance Chinese language program. Using a mixed-methods approach, the study collected survey responses and conducted semi-structured interviews with two cohorts of pre-service online educators on a Teaching Chinese as a Foreign Language digital education platform over one semester. Principal Component Analysis identified four key dimensions shaping pre-service instructors' feedback preferences: Teacher Supervision, Maintenance of Teacher-Student Relationships, Provision of Suggestions, and Exemplar Usage. Descriptive analysis showed that pre-service online instructors preferred strategies that built positive rapport with learners, delivered consistent and personalized guidance, and promoted active student participation. Conversely, pre-service instructors showed less inclination towards supervision-oriented strategies, such as providing checklists, schedules, and task requirements directly to students. Interview findings further revealed that these instructors valued student engagement and learner autonomy, encouraging learners to take greater responsibility for their own learning in the online environment
Construal level theory · Perception · Poison control · Social distance · Work (physics) · EFL/ESL Teaching and Learning · Online and Blended Learning · Student Assessment and Feedback
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Thematic analysis with open-source generative AI and machine learning
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Promoting pre-service teachers' professional vision of classroom management during practical school training
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
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How design ability anxiety leads to design students' dependence on artificial intelligence? Internship and professional identity, feedback and evaluation mechanisms, and the role of innovative mindset
Less is NOT more for learners
Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching
An Investigation Into Artificial Intelligence Speech Evaluation Programs With Automatic Feedback for Developing EFL Learners' Speaking Skills
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |