Affiliation:
1. Federal Institute of Brasilia, Brazil
2. University of Brasilia, Brazil
Abstract
The purpose of this chapter is to examine the results of a study on the impact of online feedback practice on the learning and education of pre-service English teachers at a Federal Institute of Education, Science, and Technology. To this end, questionnaires were used, and focus groups were conducted at the beginning and end of two English classes of the same level, during a period of two months in 2021. Thematic analysis was employed to analyze and interpret the data. Results showed that participants recognized the importance of online feedback for their learning and professional development, identified the need for a balance between corrective and motivational types, looked at it beyond a simple procedure linked to errors and grades, and showed interest in conducting fair and ethical assessment practices, with the reproduction of peer assessment and the use of rubrics.
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