Search results for: Anh Le Phuong Thi

This study examined the strategies that mentors adopted in giving actual feedback and the interns' perceptions of this feedback. Eleven participants in this study were five TESOL mentors, one Internship course instructor, and five MA student teaching interns. The mentors’ strategies included a number of strategies considered to be effective in giving intern-friendly or constructive feedback in teacher education contexts, such as the use of questions, the delivery of compliments before criticisms or specific suggestions. The findings reveal that the teaching interns’ comments seemed to indicate that they felt pleased with the feedback they received. The authors recommend that mentors pay special attention to affective factors when giving feedback to the interns to create the rapport with the latter and a favorable atmosphere for their learning.