Student and teacher perceptions of feedback practices, preferences and awareness of feedback needs may differ and detract from learning. This article explores alignment or misalignment in higher education to argue alignment suggests needs are being met on these issues via technology-enabled feedback on writing. Within the context of academic training, we take a broad view of writing supervision along a continuum that comprises digital feedback on writing assessments at an Australian university. We used a survey comparison of teachers’ and students’ self-reported data to answer the following questions: (1) What digital feedback and assessment practices are reported by teachers and students in Australian higher education? (2) What e-feedback needs are self-declared through teachers’ and students’ self-awareness of assessment practices in that context? (3) What e-feedback preferences are reported by teachers and students? Students and teachers from different academic programmes and levels from social science self-reported their experiences of digital feedback on writing assessments. The quantitative and open-ended responses covered technology-enabled feedback experiences up to PhD supervision. The results on alignment and misalignment of participants’ needs and preferences suggest a need to increase dialogue and incorporate student agency into feedback processes. We discuss further implications for feedback experiences in this context. Implications for practice or policy

This paper deals with the analysis, design and implementation of an interactive platform (RedacText 2.0) aimed to aid college students and future teachers of elementary and secondary education write academic texts. As a resource, RedacText 2.0 addresses the context and the production process of academic texts. It is equipped with help tools which facilitate the completion of tasks, both by the writer and the tutor. This platform consists of three sections: Tutor, Writer and Didactext group research, and focuses on context, production process and text. The writer section includes activities available for download and allows them to be sent electronically to the tutor, so that he can guide and evaluate the process of the production of the text and mediate in the writer’s learning. This section allows students to create a database which records progress in their learning and contributes to improve their writing skills. The documents generated in this section also allow Didactext research group to investigate how to teach and learn academic writing, and pays particular attention to online sources/resources. The main goal of this project is to contribute to our understanding of teacher training. The project is in line with other writing programs in English such as: Expository Writing, Writing Programs, Center for Academic Writing; and trends similar to: European Association for the Teaching of Academic Writing, Scaffolded Writing and Rewriting in the Disciplines; and the National Writing Project.

El presente estudio se centra en proporcionar estrategias de lectura inferencial para que los docentes puedan implementarlas en las aulas para mejorar la competencia lectora de los discentes. Para ello, se recurre a distintas técnicas de la ingeniería de prompt basada en el uso del modelo del PLN. La finalidad de este trabajo es ampliar el discurso sobre las estrategias de inferencia lectora mediante el empleo de tres herramientas de Inteligencia Artificial, con el objeto de fomentar la enseñanza explícita de estrategias de lectura inferencial para mejorar la comprensión de textos, especialmente para promover el desarrollo del pensamiento crítico y la creatividad de los estudiantes, a través de la interconexión de los textos. Para llevar a cabo este estudio, se selecciona un conjunto representativo de textos sobre didáctica, y se identifican las estrategias de lectura inferencial utilizadas por los chatbots para resumir dichos textos. Posteriormente, se realiza un análisis de las inferencias presentes en los intertextos identificados. Finalmente, se interpretan los resultados en el contexto de las estrategias de comprensión inferencial y se evidencia que los chatbots pueden contribuir al desarrollo de la lectura inferencial, lo que resalta la relevancia de enseñar y practicar en las aulas estrategias de lectura con el fin de mejorar la competencia lectora

Las autoras proponen una revisión convergente de dos modelos didácticos del español como lengua materna que activan el desarrollo de la argumentación informal en discursos discentes de interés pragmático en el contexto académico del aula de Educación Secundaria: el modelo IARCO sobre argumentación multimodal y comentario de texto que está en vías de desarrollo al amparo de un proyecto I+D+i de acrónimo homónimo y el modelo de generación de miniensayos que trabaja el grupo de investigación Didactext. La propuesta transmodalizadora para la incardinación educativa de ambos modelos se plantea a través de estrategias didácticas coherentes por las que entran en el mismo proceso comunicativo las acciones discursivas del comentarista y la del ensayista. Tales estrategias se basan en dos criterios metodológicos comunes: la intertextualidad como principio dinamizador de la creatividad en la lectura interpretativa de textos y la modalización de la enunciación para la construcción de sentido crítico en las hipótesis, argumentos y tesis sostenidas.

El artículo presenta una revisión de los conceptos de “investigación” e “innovación” en los planes de formación y diseños curriculares referidos a la formación inicial del profesorado de Secundaria en el área relacionada con la Didáctica de la Lengua. Supone una revisión de la normativa legal en la que se enmarcan las prácticas formativas que se realizan y enfatiza la falta de conexión entre teoría y práctica, e investigación e innovación. Concretamente, se apuesta por un modelo formativo que combine de manera bidireccional la reflexión y la práctica educativa.

This study analyses the use, perceptions, and expectations of artificial intelligence (AI) tools among future teachers of French as a foreign language, considering the possible impact of individual variables such as gender, training context, and self-assessment of their digital and written skills. For this purpose, a structured questionnaire was administered to 26 Master’s students in French as foreign language teacher training in Toulouse (France) and Madrid (Spain). The survey included five sections: demographic information and self-assessment of digital and written skills, use of AI tools, perceptions of their usefulness in university education, and expectations of their use in teaching. The data were analysed using descriptive and inferential statistics to identify patterns and possible participant differences. The results show which AI tools they use, and how they perceive them, and whether factors such as gender, educational background, and self-perception of their digital and writing skills influence their attitudes towards AI. This study contributes to the discussion on the integration of AI in foreign language teaching, providing relevant information for the design of training programs that consider both the opportunities and challenges of these technologies in teacher education. It also provides an empirical basis for future research on the relationship between individual competences and the adoption of technological tools in education.