Web-based video training & feedback in oral production classes Robert Gettings Hokusei Gakuen University, Sapporo, Japan Euro CALL 2008.09.04 14:30 – 15:15 (A-0036)

Online guided analysis of conver-sation & presentation videos (2005) In a continuing action research project (Nishihara, A. & Presenter, 2006), freshman college English majors in Japan record their EFL conversations or presentations, and using Moodle, a course management system, upload the files to the web, view the videos, target areas for improvement, design an improvement practice plan, evaluate the results, and continue by repeating the process.

In a continuing action research project (Nishihara, A. & Presenter, 2006), freshman college English majors in Japan record their EFL conversations or presentations, and using Moodle, a course management system, upload the files to the web, view the videos, target areas for improvement, design an improvement practice plan, evaluate the results, and continue by repeating the process.

We investigated three questions. How do students conceptualize good and bad practices for improving oral EFL skills? To what extent can teachers be non-directive in facilitating student awareness of good and bad practices? Is it possible to create scaffolding (video & online) that will guide but not intrude into students’ sense of autonomy in reflection, allowing them to independently decide an area to improve and a plan for practicing for improvement?

How do students conceptualize good and bad practices for improving oral EFL skills?

To what extent can teachers be non-directive in facilitating student awareness of good and bad practices?

Is it possible to create scaffolding (video & online) that will guide but not intrude into students’ sense of autonomy in reflection, allowing them to independently decide an area to improve and a plan for practicing for improvement?

We explored these questions through direct observation and coaching of students, reading and reacting to student logs and a formal evaluation (online questionnaire).

We explored these questions through direct observation and coaching of students, reading and reacting to student logs and a formal evaluation (online questionnaire).

Tasks: Five minute free conversation with a student and also a tutor Challenge: all English Interview on a topic with five or more questions Presentation Evaluation: “Is it interesting?” Video

Five minute free conversation with a student and also a tutor

Challenge: all English

Interview on a topic with five or more questions

Presentation

Evaluation: “Is it interesting?”

Students’ concepts of good and bad practices Focus on broad categories Bad pronunciation More vocabulary Better English Visual – body language, etc.

Focus on broad categories

Bad pronunciation

More vocabulary

Better English

Visual – body language, etc.

Very little focus on communication strategies or presentation skills Some strategies had been taught Giving longer answers Asking follow-up questions Asking for clarification Either present or not Not selected as a way to practice to improve

Some strategies had been taught

Giving longer answers

Asking follow-up questions

Asking for clarification

Either present or not

Not selected as a way to practice to improve

To what extent can teachers be non-directive? Students needed coaching to be specific in analysis Some pre-teaching or consciousness raising about practices for improvement Students have only vague concepts, especially about communication strategies

Students needed coaching to be specific in analysis

Some pre-teaching or consciousness raising about practices for improvement

Students have only vague concepts, especially about communication strategies

Why video based analysis? Video has often been used to record students and give them feedback on oral production activities such as conversations (Murphy & Woo, 1999). Students often don’t have a concrete image of their own oral production strengths and weaknesses

Video has often been used to record students and give them feedback on oral production activities such as conversations (Murphy & Woo, 1999).

Students often don’t have a concrete image of their own oral production strengths and weaknesses

Analysis of presentations Web based video systems, such as DiViDU, are also being integrated into foreign language teaching (Corda & Goedemans, 2007). Streamed video Feedback attached to any part of video

Web based video systems, such as DiViDU, are also being integrated into foreign language teaching (Corda & Goedemans, 2007).

Streamed video

Feedback attached to any part of video

Video training for good practices in making presentations Misumi, M. & Sasao, T. (2007 & 2008) Short video clips illustrating good presentation practices for high school EFL curriculum Ppt presentations and picture show and tell Best presentation from each class competes at a whole-school assembly for prizes Gestures, eye contact, clarity of voice, not reading, etc.

Misumi, M. & Sasao, T. (2007 & 2008)

Short video clips illustrating good presentation practices for high school EFL curriculum

Ppt presentations and picture show and tell

Best presentation from each class competes at a whole-school assembly for prizes

Gestures, eye contact, clarity of voice, not reading, etc.

Many of the approaches, however, Rely on the teacher or technical staff to undertake many of the difficult technical tasks involved Set up of equipment & recording Processing video (digitizing) Uploading to the web Specialized software for analysis

Rely on the teacher or technical staff to undertake many of the difficult technical tasks involved

Set up of equipment & recording

Processing video (digitizing)

Uploading to the web

Specialized software for analysis

This project? Practice rather than production Low tech/high tech balance Focus on a cycle of peer evaluation, goal setting and support Digital video format, recent cameras and open-source software make individualized CALL technology affordable and user friendly.

Practice rather than production

Low tech/high tech balance

Focus on a cycle of peer evaluation, goal setting and support

Digital video format, recent cameras and open-source software make individualized CALL technology affordable and user friendly.

Practice rather than production Students make a before and after video with the requirement that they spend several weeks trying to attain their goals. Presentations are given to small groups five to seven times. Identifying new goals and continuing new practices is stressed.

Students make a before and after video with the requirement that they spend several weeks trying to attain their goals.

Presentations are given to small groups five to seven times.

Identifying new goals and continuing new practices is stressed.

Low tech/high tech balance Software and hardware chosen so that students can record, upload, analyze and reflect on the videos themselves, in or out of class. The teacher and IT staff are coaches but not indispensable elements in the production process. Paper & CALL

Software and hardware chosen so that students can record, upload, analyze and reflect on the videos themselves, in or out of class.

The teacher and IT staff are coaches but not indispensable elements in the production process.

Paper & CALL

Low – high tech Xacti & SD card Lowest setting Web – 1.5 MB/min. Up to ?? minutes Moodle upload (under 8 MG) Not streamed

Xacti & SD card

Lowest setting

Web – 1.5 MB/min.

Up to ?? minutes

Moodle upload (under 8 MG)

Not streamed

Focus on cycle of peer evaluation, goal setting and support Evaluation is carried out by students, coaching by teachers. Students share their own goals before practice with a conversation partner or presentation audience They receive feedback on those goals immediately after the activity is completed. Peer evaluation Practice (Re)design

Evaluation is carried out by students, coaching by teachers.

Students share their own goals before practice with a conversation partner or presentation audience

They receive feedback on those goals immediately after the activity is completed.

Action research: 2005 2005 Evaluated highly by students. They also seemed fascinated with making and viewing the videos. BUT: Guided analysis took too much time Students confused about the task Need for consciousness raising concerning good and bad practices Students lost focus on the area that they wanted to improve during the four to six week practice.

2005

Evaluated highly by students. They also seemed fascinated with making and viewing the videos.

BUT:

Guided analysis took too much time

Students confused about the task

Need for consciousness raising concerning good and bad practices

Students lost focus on the area that they wanted to improve during the four to six week practice.

Action research: 2006 - 2007 Used video for analysis of presentation skills First year conversation class Second year content-based History class Simplified guided analysis From six questions & a long written answer To questionnaire format with short written answers More teacher modeling of good and bad practices More guidance during the four week practice period

Used video for analysis of presentation skills

First year conversation class

Second year content-based History class

Simplified guided analysis

From six questions & a long written answer

To questionnaire format with short written answers

More teacher modeling of good and bad practices

More guidance during the four week practice period

Action research: 2008 Presentation Good & Bad Practices Video (Spring) Class that viewed the video seemed to include more good practices than the class that only had teacher modeling Develop and test more good practices videos Video

Presentation Good & Bad Practices Video (Spring)

Class that viewed the video seemed to include more good practices than the class that only had teacher modeling

Develop and test more good practices videos

Good & bad practices for EFL Task introduction Global variables Is it interesting and informative? Does it help you to improve your EFL skills? Specific study & communication strategies Video

Task introduction

Global variables

Is it interesting and informative?

Does it help you to improve your EFL skills?

Specific study & communication strategies

bgettings.com Thanks!

Thanks!

References Corda, A. & Goedemans, R. 2007. Streaming video as a tool for. reflection. Eurocall Conference . Coleraine. Misumi, M. & Sasao, T. 2007. One Year Instruction of Presentations Develops Balanced Language Skills. JALT Hokkaido 24th Annual Language Teaching Conference Misumi, M., & Sasao, T. (2008). Building confidence with picture show-and-tell. In K. Bradford-Watts (Ed.), JALT2007 Conference Proceedings . Tokyo: JALT Murphy, T. & Woo, L. 1998. Videoing conversation for student evaluation: Educational video's diamond in the rough. The Language Teacher, 22 (8), 21-24. Nishihara, A. & Gettings, R. 2006. A CALL- Based Student Action Research Project for Developing a Reflective Approach to Improving English Conversation Skills, Hokusei Review, 4 : 1-22.

Corda, A. & Goedemans, R. 2007. Streaming video as a tool for. reflection. Eurocall Conference . Coleraine.

Misumi, M. & Sasao, T. 2007. One Year Instruction of Presentations Develops Balanced Language Skills. JALT Hokkaido 24th Annual Language Teaching Conference

Misumi, M., & Sasao, T. (2008). Building confidence with picture show-and-tell. In K. Bradford-Watts (Ed.), JALT2007 Conference Proceedings . Tokyo: JALT

Murphy, T. & Woo, L. 1998. Videoing conversation for student evaluation: Educational video's diamond in the rough. The Language Teacher, 22 (8), 21-24.

Nishihara, A. & Gettings, R. 2006. A CALL- Based Student Action Research Project for Developing a Reflective Approach to Improving English Conversation Skills, Hokusei Review, 4 : 1-22.