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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