An Analysis of ELT Practicum Supervisory Written Feedback and Preservice Teachers’ Perceptions

Abstract

Abstract Practicum supervisory feedback is widely regarded as a valuable source of knowledge and professional development for preservice teachers and contributes significantly to the practicum experience. This mixed-methods study examined the content and linguistic features of supervisory written feedback (SWF) within the context of English Language Teaching (ELT) practicum supervision. It also examined preservice teachers’ perceptions regarding the feedback to determine whether the feedback aligned with their perceptions. We considered data from 1,981 SWFs collected from 27 ELT practicum supervisors, along with preservice teachers’ responses to a questionnaire and semi-structured interview. The analysis revealed some congruity between the level, focus, and wording of the SWF and preservice teachers’ perceptions of the given feedback. Most feedback provided was on task performance, specifically evaluative. The study highlights the importance of language in SWF, showing that using words expressing cognitive meaning can promote students’ deeper thinking and, consequently, positive perception.