Break the Negative Feedback Chains: Future Teachers Speak Up

Keywords: critical incidents, reflective writing, future English teachers, professional identity, negative feedback

Abstract

This study examines future teachers’ theoretical reflections on Critical Incidents and how these link to Costa Rica’s English teaching system. Participants included 30 senior college students from an English teaching program. Using narrative research techniques, the authors have concluded that: (1) spaces for reflection must be created in EFL so that students’ voices are heard; (2) both instruction and assessment need to be tackled not from the native speaker angle but from the learner language perspective; and (3) because mistakes are both inherent to foreign language learning and an indicator of language development, more tolerance to learner errors needs to be exercised. The study proves relevant for language pedagogy and Applied Linguistics (AL) since it paves the way for further research, opens room for reflection and dialogue, and enhances our understanding of the issue at stake from a future-teacher standpoint. 

 

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Author Biographies

Henry Sevilla-Morales, Universidad Nacional de Costa Rica, Costa Rica

M.A. has been an EFL instructor for 13 years at the elementary, secondary, and higher education levels. He is an Associate Professor at the National University of Costa Rica and holds over 20 publications including research papers, short stories, poems, and news articles. His investigations have been presented in more than 30 national and international conferences, and his papers appear in various scientific journals and conference proceedings in Costa Rica, Colombia, and the United States. His current research agenda includes topics such as learner autonomy, authentic assessment, testing washback, reflective writing, and translation studies. For a preliminary list of academic publications,

Roy Gamboa-Mena, Universidad de Costa Rica, Costa Rica

has been an EFL professor for 25 years at the higher education level. He is a tenured professor of English at the Universidad de Costa Rica. His current research areas include reflective writing, learner autonomy, and ELT materials development and evaluation. His research has been presented in several national and international conferences and published in several journals and conference proceedings.

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Published
2019-06-21
How to Cite
Sevilla-Morales, H., & Gamboa-Mena, R. (2019). Break the Negative Feedback Chains: Future Teachers Speak Up. GiST Education and Learning Research Journal, 18, 180-197. https://doi.org/10.26817/16925777.420