Web-based video training & feedback in oral production classes

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    Web-based video training & feedback in oral production classes - Presentation Transcript

    1. 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)
    2. 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.
    3. 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?
      • We explored these questions through direct observation and coaching of students, reading and reacting to student logs and a formal evaluation (online questionnaire).
    4. 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
    5. Students’ concepts of good and bad practices
      • Focus on broad categories
        • Bad pronunciation
        • More vocabulary
        • Better English
      • Visual – body language, etc.
    6. 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
    7. 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
    8. 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
    9. 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
    10. 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.
    11. 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
    12. 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.
    13. 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.
    14. 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
    15. Low – high tech
      • Xacti & SD card
      • Lowest setting
        • Web – 1.5 MB/min.
        • Up to ?? minutes
      • Moodle upload (under 8 MG)
      • Not streamed
    16. 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
    17. 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.
    18. 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
    19. 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
    20. 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
    21. bgettings.com
      • Thanks!
    22. 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.

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