Award Winners for Volume 13
The Effect of Reflexive Feedback on Teacher-Trainer Performance in a Distance-Learning Context
As part of a language teacher-training course in a French university, a team of teacher-researchers, in collaboration with a partner university in the United States, put into place a novel virtual classroom activity led by teacher-training students. The goal of this ongoing project was to improve teaching in an international context while managing the challenges and specificities of distance learning. In this article, we report on the objectives, stages, results, and perspectives of the project, focusing on how reflexive feedback on online teaching influences performance in teacher training.
Chris De Marco has a PhD in applied linguistics from the University of Illinois. He was Professor in the Languages and Cultures Department at Audencia Business School in Nantes, France, where he taught English as a Second Language, American civilization, and communication skills for business. His research interests include teacher education, foreign language testing, and English as a Second language materials development. Chris De Marco is a is an associate member of the "LIDILE" research laboratory (https://lidile.hypotheses.org/).
Christine Evain is a Professor of didactics and language acquisition at the University RENNES 2 in France. She is a member of the "LIDILE" research laboratory (https://lidile.hypotheses.org/). Christine’s research involves the design and evaluation of learning systems. With a background in literature (PhD in Canadian literature) and commercial studies, her publications include more than fifty articles on a wide range of subjects, several volumes of Margaret Atwood’s poetry translated into French, several books on Canadian authors, and the publishing industry.