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.
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?