Gender Differentiation of Teacher Technology-Based Feedback in Online English Classroom: A Case Study of Indonesian EFL Teachers
DOI:
https://doi.org/10.58230/9th42b20Keywords:
Technology-based feedback; gender differences; EFL learning; online learning; lecturers.Abstract
Teacher feedback plays an important role in English language learning by helping students recognize the quality of their work and areas for improvement. In online learning, technology has expanded the ways lecturers provide feedback and revealed variations in feedback approaches between male and female lecturers. This study aims to identify gender differences in lecturers’ technology-based feedback content in online EFL learning at higher education institutions in Central Java, Indonesia.
A qualitative case study was conducted with seven EFL lecturers, comprising four male and three female lecturers, who had experience teaching English online and providing feedback through digital platforms. Data collected through an open-ended interview via Google Forms was analyzed thematically.
The findings revealed two main themes: characteristics of technology-based feedback content and challenges and future improvements. Male lecturers tended to emphasize academic aspects, efficiency, clarity, and process management, while female lecturers more often incorporated motivational support, student engagement, interaction, and attention to AI use.
Future development should integrate technological efficiency with pedagogical strategies that enhance student understanding, engagement, digital literacy, and academic integrity.
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