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CALL for Bridges between School and Academia


Edited By Anna Turula and Maria Chojnacka

This volume looks at different ways in which research and educational practice in Computer Assisted Language Learning (CALL) can be linked. The chapters, contributed by academics and teachers of English, explore teacher training, material writing and sharing, course design and Open Educational Resources (OER).
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Video annotation and delayed oral corrective feedback


Abstract: This chapter deals with the question of technology-enhanced delayed corrective feedback in language learning. A total of 55 students learning French in high school and at the university were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Both explicit and implicit correction of learners’ errors was used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether similar techniques can be universal and as such can be successfully implemented by teachers who work with learners coming from different backgrounds, having different educational needs and learning in different contexts.

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