26 PI 6.4. Provide technology enhanced feedback that is varied and focused on learners’ short- and long- term needs. Feedback can be presented in multimodal ways, including text, audio and video recordings, or screencasts. Feedback can be a challenging issue for many language instructors and learners. For example, we may prioritize feedback so that the most obvious or frequent errors are highlighted while less significant errors are not. Sometimes it may be best to focus on errors that are most likely to be improved in the short term while more long-term issues will be addressed in the future. These practices can benefit from engaging in ongoing dialogue with learners about their performance and helping them recognize ways that technology can be used to improve how they interact with feedback. Providing different forms of feedback at different points in the learning process can make it more useful for learners. Current GenAI tools can provide formative assessment, and some keep track of learner progress in order to customize suggestions. Although useful, this can be a risk to learner privacy. With appropriate prompting, GenAI can also comment on content. Again, instructors and programs should explore ways to limit data collection. Much of what GenAI does now, however, focuses on surface-level feedback rather than assessing holistically. Even with AI-generated holistic assessment, the learner does not necessarily know where a score from an AI app came from. Reflection: How do you present formative feedback to learners? How does it vary in response to learners’ needs? ☐ I provide learners with useful and relevant technology-enhanced feedback to support their needs. ☐ I use different types of technology-enhanced feedback when interacting with learners. ☐ I am aware of the limitations in feedback from different AI tools. ☐ I recognize that feedback should address both learners’ short-term and long-term needs. PI 6.5. Use technology to enable learner reflection, self-evaluation, and peer-evaluation. Guide learners to technology resources and tools that enable reflection and evaluation, while protecting privacy. Learners can use technologies like Big Blue Button to record themselves speaking to one another and then listening in order to identify aspects of their own speech, as well as peers’ speech, that can be improved. Rubrics with common speech characteristics can help learners to critically engage in such practices. Help learners contribute to and use digital portfolios that demonstrate their actual language abilities in context and engage them in ongoing dialogue about the benefits of reflection and evaluation. Reflection: Are your learners capable of peer and self-evaluation? How do you promote this? ☐ I show learners how to use technology to help them reflect on their work. ☐ I encourage learners to use technology such as digital portfolios for self-evaluation. ☐ I enable learner peer-evaluation through technology. CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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