AI-Driven and Peer Feedback as Mediators of Student Language Teachers’ Reflective Practice, Autonomy, and Agency: A Sociocultural Perspective
Grounded in a sociocultural theoretical framework, this study examined the interplay between AI-driven feedback and peer feedback in shaping the reflective practice, autonomy, and agency of student language teachers. The study employed a case study design to explore the experiences of 14 student language teachers enrol...