Novillo Navarro, PaulaPujolà, Joan-Tomàs2020-06-082020-06-082019-05-062332-3205https://hdl.handle.net/2445/164844This study aims to analyse the tutoring strategies that three e-tutors employed in online written interactions with two of their corresponding pre-service teachers in the first stages of the development of their e-portfolio within a master's degree in online language teaching. Building on the data collected from thirty-four documents, which include the written drafts of the initial document of their e-portfolios (the Starting Point), the final versions of this document and their email exchanges, and the study identifies six types of discursive-pedagogical strategies: Suggesting; Inquiring for reflection; Providing information and instructions; Correcting; Giving positive feedback; and Using affective moves. This article provides examples of each strategy, which illustrate the diverse ways in which the e-tutors tried to foster the pre-service language teachers' reflection. The results are relevant for a deeper understanding of the effective processes involved in e-tutoring and the development of reflective practice in the creation of an e-portfolio.13 p.application/pdfengcc-by (c) Novillo Navarro, Paula et al., 2019http://creativecommons.org/licenses/by/3.0/esEnsenyament a distànciaTutoria (Ensenyament)DoctorandsEnsenyament de llengüesDistance educationTutoring (Teaching)Doctoral studentsLanguage teachinginfo:eu-repo/semantics/article6899642020-06-08info:eu-repo/semantics/openAccess