Volume 23 Number 2, June 2019 The impact of video and written feedback on student preferences of English speaking practice

The impact of video and written feedback on student preferences of English speaking practice

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collection:
Volume 23 Number 2, June 2019
contributor.author:
Tseng, Sheng-Shiang Yeh, Hui-Chin
date.accessioned:
2019-05-23T19:59:19Z
date.available:
2019-05-23T19:59:19Z
date.issued:
2019-06-01
description.abstract:
This study examined the differences in perceptions of the value of feedback for improving English speaking performance between students who received video feedback and those who received written feedback and their preferences for written or video feedback. A total of 43 English as a foreign language students participated in this study to produce a video clip to which their peers responded with either written or video feedback. The collected data included (a) students’ video clips before and after receiving peer feedback, (b) the video and written feedback they received, and (c) a survey which the students completed after receiving video or written feedback to examine their own English speaking performance in terms of pronunciation, intonation, fluency, grammar, and word usage. The findings showed that both written and video feedback was useful for English speaking skill development. Written feedback helped the students learn grammar rules and word usage to achieve greater linguistic accuracy in their English speaking performance. Video feedback helped students improve their intonation. However, neither video feedback nor written feedback could help them significantly improve their pronunciation and fluency. The students also preferred written over video feedback due to its efficiency and clarity.
description.provenance:
Made available in DSpace on 2019-05-23T19:59:19Z (GMT). No. of bitstreams: 1 23_02_10125-44687.pdf: 452241 bytes, checksum: 4ab77dd82608339bc4213d4824bfecba (MD5) Previous issue date: 2019-06-01
endingpage:
158
identifier.citation:
Tseng, S.-S., & Yeh, H.-C. (2019). The impact of video and written feedback on student preferences of English speaking practice. Language Learning & Technology, 23(2), 145–158. https://doi.org/10125/44687
identifier.doi:
10125/44687
identifier.issn:
1094-3501
identifier.uri:
http://hdl.handle.net/10125/44687
number:
2
publicationname:
Language Learning & Technology
publisher:
University of Hawaii National Foreign Language Resource Center University of Texas at Austin Center for Open Educational Resources and Language Learning
site_url:
/item/10125-44687/
startingpage:
145
subject:
Written Feedback Video Feedback English Speaking Performance EFL Students
title:
The impact of video and written feedback on student preferences of English speaking practice
type:
Article
type.dcmi:
Text
volume:
23