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Creating 'Reflect-ables': A Conversation Analytic Study of Feedback Practices in Language Teacher Education

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Title: Creating 'Reflect-ables': A Conversation Analytic Study of Feedback Practices in Language Teacher Education
Language: English
Authors: Eunseok Ro (ORCID 0000-0002-7914-7704), Mika Ishino (ORCID 0000-0002-8535-1437)
Source: TESOL Quarterly. 2026 60(1):261-290.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Discourse Analysis, Feedback (Response), Language Teachers, Teacher Education, Second Language Instruction, Student Teachers, Microteaching, Reflective Teaching, Teacher Educators
DOI: 10.1002/tesq.70035
ISSN: 0039-8322
1545-7249
Abstract: This study examines how second language (L2) teacher educators provide feedback on student teachers' (STs) microteaching performances. Although conversation analysis (CA) research has extensively analyzed classroom interaction, there has been limited focus on how CA-specialized teacher educators shape STs' classroom interactional competence through feedback practices. Specifically, as researchers and teacher educators, we lack sufficient understanding of how teacher educators guide STs in managing classroom interaction, respond to their contributions, and support them in refining their pedagogical talk. Drawing on multimodal CA, this study explores typical feedback patterns of two teacher educators in CA-informed L2 teacher education courses in Japan and Korea. The findings reveal how instructors construct specific teaching action as "reflect-able" by retrospectively referring to the STs' prior interactional event and providing positive and negative feedback. This "action" focused feedback is often facilitated by the instructors' use of notes and other situated objects, creating opportunities for STs to engage in self-reflection and refine their teaching practices based on detailed, practice-based feedback. This study contributes to CA research on classroom interaction and feedback in general, and on L2 teacher education specifically, by illustrating how teacher educators use feedback to create a space for STs' reflection on their effective classroom interaction and teaching.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496756
Database: ERIC
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  Data: Creating 'Reflect-ables': A Conversation Analytic Study of Feedback Practices in Language Teacher Education
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Eunseok+Ro%22">Eunseok Ro</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7914-7704">0000-0002-7914-7704</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mika+Ishino%22">Mika Ishino</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8535-1437">0000-0002-8535-1437</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESOL+Quarterly%22"><i>TESOL Quarterly</i></searchLink>. 2026 60(1):261-290.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 30
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Microteaching%22">Microteaching</searchLink><br /><searchLink fieldCode="DE" term="%22Reflective+Teaching%22">Reflective Teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Educators%22">Teacher Educators</searchLink>
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  Data: 10.1002/tesq.70035
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  Data: 0039-8322<br />1545-7249
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  Label: Abstract
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  Data: This study examines how second language (L2) teacher educators provide feedback on student teachers' (STs) microteaching performances. Although conversation analysis (CA) research has extensively analyzed classroom interaction, there has been limited focus on how CA-specialized teacher educators shape STs' classroom interactional competence through feedback practices. Specifically, as researchers and teacher educators, we lack sufficient understanding of how teacher educators guide STs in managing classroom interaction, respond to their contributions, and support them in refining their pedagogical talk. Drawing on multimodal CA, this study explores typical feedback patterns of two teacher educators in CA-informed L2 teacher education courses in Japan and Korea. The findings reveal how instructors construct specific teaching action as "reflect-able" by retrospectively referring to the STs' prior interactional event and providing positive and negative feedback. This "action" focused feedback is often facilitated by the instructors' use of notes and other situated objects, creating opportunities for STs to engage in self-reflection and refine their teaching practices based on detailed, practice-based feedback. This study contributes to CA research on classroom interaction and feedback in general, and on L2 teacher education specifically, by illustrating how teacher educators use feedback to create a space for STs' reflection on their effective classroom interaction and teaching.
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  Data: 2026
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        Value: 10.1002/tesq.70035
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        StartPage: 261
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      – SubjectFull: Discourse Analysis
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Language Teachers
        Type: general
      – SubjectFull: Teacher Education
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Student Teachers
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      – SubjectFull: Microteaching
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      – SubjectFull: Reflective Teaching
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      – SubjectFull: Teacher Educators
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      – TitleFull: Creating 'Reflect-ables': A Conversation Analytic Study of Feedback Practices in Language Teacher Education
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