Institutional Integrated Teletandem: What have we been learning about writing and peer feedback?

Abstract

We defi ne institutionally integrated teletandem (iiTTD) as a series ofteletandem sessions that are embedded in regular foreign language lessons,so that such lessons both feed and are fed by teletandem practice. In thispaper, we analyze prospective Brazilian teachers correcting Americanstudents’ writing productions in Portuguese during their participation in aniiTTD. We address issues about how pre-service FL teachers (participantsin iiTTD) offer writing feedback to their peers. Data included all the textswritten and revised during the length of their partnership. Results show thatmost participants tend to correct their iiTTD partners’ written productionsin a direct way, focusing mainly on language form and according to theirbeliefs and experience as learners.