Bir Türk üniversitesi ortamında uzaktan eğitimde öğretmen adaylarının ders planlarına verilen uygulama öğretim elemanı geri bildirimlerinde üst söylem belirleyicileri

The study aims to investigate the use of metadiscourse markers in written feedback from supervisors for lesson plans and the opinions of pre-service teachers on the feedback they received in an asynchronous distance teacher education context. The participants were pre-service teachers who wrote lesson plans before the teaching practice sessions in the schools they were assigned. To investigate the metadiscourse markers, a corpus including these written authentic feedback samples was created. Qualitative data was collected from the interviews with pre-service teachers. According to the results, interactional metadiscourse markers (%75.08) are used more frequently than interactive metadiscourse markers (%24.92). Engagement markers (%62.13) are the most frequent while evidentials (%0.20) are the least. High frequent use of you, and your and mentioning the names of pre-service teachers in feedback displays the dialogic characteristics of written feedback for lesson plans and suggests that the supervisors mainly aimed to engage the pre-service teachers in the message conveyed in the feedback. Some metadiscourse markers mark + feedback while some metadiscourse markers mark pseudo-feedback. Pre-service teachers expressed both satisfaction and dissatisfaction with the feedback. Pre-service teachers reported that they tried to meet or talk on the phone with their supervisors since some feedback was not comprehensible. While pre-service teachers who met or talked on the phone to their supervisors do not find feedback including just imperatives or criticizing questions in feedback demotivating, pre-service teacher who can not meet a-or talk with their supervisors find demotivating.