Fostering self-regulated learning-focused feedback: Getting preservice teachers prepared

Since self-regulated learning (SRL) has been integrated into educational objectives, it is crucial for EFL teachers to incorporate SRL elements, such as feedback, into their instructional practices. Given the inherent complexity of the feedback process and the challenges associated with changing in-service teachers' feedback focus, developing preservice teachers’ literacy at the beginning of their professional careers is essential. To investigate the extent to which preservice teachers can generate multifocus feedback incorporating an SRL element, this study analyses the feedback categories generated by 286 preservice teachers and examines the underlying factors that influence their feedback choices using a mixed-methods approach. The feedback pattern analysis revealed that, despite recognizing the importance of SRL, preservice teachers struggled with creating multiple feedback entries supporting SRL. An investigation into SRL-focused feedback patterns and their influencing factors suggested several ways to embed SRL into the core of teacher feedback. These include building teacher beliefs to cultivate collegial resources, constructing a databank of feedback comments on SRL activities to facilitate feedback provision, and examining learner differences to craft individualized feedback. The conclusion summarizes the implications for future feedback studies, outlining an agenda for further research in this area. •It is essential to develop preservice teachers’ literacy to give SRL-focused feedback.•Feedback pattern analysis showed that preservice teachers' low-frequency use of SRL-focused feedback was attributed to low engagement rate and number of entries.•Stimulated recall and retrospective interviews revealed three influencing factors.