Práticas de feedback em um curso de formação de professores de língua inglesa a distância

Fernanda Costa Ribas; Cristiane Manzan Perine

doi:10.14393/DL40-v14n1a2020-6

Authors

Fernanda Costa Ribas UFU https://orcid.org/0000-0002-9116-2501
Cristiane Manzan Perine Federal Institute of Education, Science and Technology of Triângulo Mineiro https://orcid.org/0000-0001-6788-6959

DOI:

https://doi.org/10.14393/DL40-v14n1a2020-6

Keywords:

Feedback, Learning, English, Teacher education, Distance education

Abstract

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.

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Author Biographies

Fernanda Costa Ribas, UFU

graduação em Letras pela Universidade Estadual Paulista de São José do Rio Preto (2002) e doutorado em Estudos Lingüísticos, área de Lingüística Aplicada também pela Unesp (2008). Doutorado sanduíche (Capes) em Educação pela Universidade de Maryland (2007). Professora associada na Universidade Federal de Uberlândia, onde trabalha na área de língua inglesa, metodologias de ensino e estágio supervisionado. Tem atuado principalmente nos seguintes temas: motivação, ansiedade, crenças, autocrenças, tecnologias e letramento digital, ensino de inglês nas escolas públicas e formação de professores.

Cristiane Manzan Perine, Federal Institute of Education, Science and Technology of Triângulo Mineiro

Cristiane Manzan Perine is a PhD student at the Federal University of Uberlandia, Brazil, in the Post Graduation Program of Linguistics Studies, where she develops her research focusing on Applied Linguistics. She holds a degree in Portuguese/English Language and Literature and a Master’s degree in Linguistics Studies. She teaches English and Portuguese at the Federal Institute of Education, Science and Technology of Triangulo Mineiro, Brazil, working at high school, undergraduate and technical courses. Her research interests involve foreign language teaching and learning, beliefs, motivation, critical literacy and computer-assisted language learning.

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