Real Time Feedback in English Microteaching Practice: A Case Study on Online Learning

Abstract

<p class="16">Online microteaching classes allow the student to practice their teaching ability using the online platform. This case study attempted to find out the perspective of teacher trainees using real-time feedback and peer observation of online microteaching classes. The researcher focused on 3rd year microteaching students in 2020/2021 at one of Indonesia's state universities. In this qualitative case study, the researcher used multiple data collection techniques. The researcher uses a questionnaire from (Eksi, 2020) with some changes to suit the purpose of this study in collecting data. The researcher distributed the questionnaire to 40 teacher trainees who already practiced online microteaching and got real-time feedback from the lecture and their peers. The teacher trainee showed a positive perspective in using real-time feedback. They thought the process helped increased their professional development. Many student-teachers were engaged in giving real-time feedback to other student teacher's performance. They realized that real-time feedback helped them positively. However, the results found that most of the teacher trainees believe that the direct observation from two or three students was enough. Teacher trainees also thought that online classes are increasing the opportunity for misunderstanding.</p>

A Comparison of Conventional Face-to-Face, Online and Hybrid Methods of Course Delivery in the `English as a Foreign Language' Classroom

“…Interestingly, online mode of delivery appears to be the most challenging of all modes. This finding lends support from findings of other studies conducted elsewhere 31,32 . As seen from participants' comments in table 4, online students reported the most perceived drawbacks (frequency 42) compared to hybrid (frequency 8) and face-to-face (frequency 2).…”

Perceptions of Preservice English Teachers Regarding Peer Reaction Video Feedback on Their Microteaching

“…A fourth shortcoming of the peer reaction video feedback to the microteaching was that some participants felt that it was difficult to give negative feedback. For instance, Shim Jinae felt that while “it [was] easy to give positive feedback, but it seems difficult to give negative feedback directly.” Several past researchers pointed out that participants felt a burden about giving negative feedback to their peers (Hidayah & Indriani, 2021; Kleinknecht & Schneider, 2013) due to fears of harming their relationships (Al-Barakat & Al-Hassan, 2009; Erdemir & Yeşilçınar, 2021). This is unfortunate because experiencing some amount of negative emotions like disappointment may actually encourage teachers to reflect more deeply (Kleinknecht & Schneider, 2013).…”

“…For one, Al-Barakat and Al-Hassan (2009) found that the participants in their study did not trust their peer's judgement because their peers did not yet have enough knowledge or experience. Possibly due in some degree to this mistrust, others have reported that some participants disagreed with their peer's feedback and thought that they were underestimated by their peers whose feedback did not have enough justification for the claims they made (Hidayah & Indriani, 2021). Others objected that the feedback that they received was too superficial (Dayal & Alpana, 2020;Hidayah & Indriani, 2021) possibly because peers lack the knowledge or experience to give helpful feedback (Erdemir & Yes xilc xınar, 2021).…”

“…This quote conveys Guem Chinson's sense of frustration about what she perceived to be a significant imbalance in the amount of feedback that she provided for her peer and the amount of feedback that she was given herself. Several other researchers discussed the limited detail provided as a drawback of peer feedback (Dayal & Alpana, 2020;Hidayah & Indriani, 2021) noting that peer feedback could be insufficient and undetailed (Erdemir & Yes xilc xınar, 2021). One possible explanation for this shortcoming in the feedback are that the pre-service teacher peers may simply lack the knowledge and experience necessary to provide helpful feedback (Erdemir & Yes xilc xınar, 2021).…”

“…Videos of microteaching allow for pre-service teachers to see themselves teaching and directly observe the aspects of their teaching their feedback provider is referencing. When these videos are available as part of an online course, they offer the added advantage of flexibility of access (Soffer et al, 2019) and interaction with a community of peers with whom pre-service teachers can discuss their microteaching (Hidayah & Indriani, 2021). Previous investigations of video microteaching have typically been conducted with students receiving feedback from their instructor (Murphy Odo, 2022).…”