The chapter aimed to investigate the effect of using training and reflective e-portfolios, as two constructivist assessment tools, with respect to two types of feedback delivered by the assessor on EFL learners’ writing ability and autonomy. During a three-month course, 68 intermediate English learn…
This introductory chapter begins by providing theoretical and research-driven perspectives on student teacher learning undergirding TESOL practica, based on a social constructivist approach. Concepts such as student teacher learning as a social activity as well as an emotional process, the formation…
