Web-based video training & feedback in oral production classes


Published on

Presentation at 2008 EuroCALL - associated video clips can be found at bgettings.com/movies/

Published in: Economy & Finance, Education
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Web-based video training & feedback in oral production classes

  1. 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. 2. Online guided analysis of conver-sation & presentation videos (2005) <ul><li>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. </li></ul>
  3. 3. We investigated three questions. <ul><li>How do students conceptualize good and bad practices for improving oral EFL skills? </li></ul><ul><li>To what extent can teachers be non-directive in facilitating student awareness of good and bad practices? </li></ul><ul><li>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? </li></ul>
  4. 4. <ul><li>We explored these questions through direct observation and coaching of students, reading and reacting to student logs and a formal evaluation (online questionnaire). </li></ul>
  5. 5. Tasks: <ul><li>Five minute free conversation with a student and also a tutor </li></ul><ul><ul><li>Challenge: all English </li></ul></ul><ul><li>Interview on a topic with five or more questions </li></ul><ul><li>Presentation </li></ul><ul><ul><li>Evaluation: “Is it interesting?” </li></ul></ul>Video
  6. 6. Students’ concepts of good and bad practices <ul><li>Focus on broad categories </li></ul><ul><ul><li>Bad pronunciation </li></ul></ul><ul><ul><li>More vocabulary </li></ul></ul><ul><ul><li>Better English </li></ul></ul><ul><li>Visual – body language, etc. </li></ul>
  7. 7. Very little focus on communication strategies or presentation skills <ul><li>Some strategies had been taught </li></ul><ul><ul><li>Giving longer answers </li></ul></ul><ul><ul><li>Asking follow-up questions </li></ul></ul><ul><ul><li>Asking for clarification </li></ul></ul><ul><li>Either present or not </li></ul><ul><li>Not selected as a way to practice to improve </li></ul>
  8. 8. To what extent can teachers be non-directive? <ul><li>Students needed coaching to be specific in analysis </li></ul><ul><li>Some pre-teaching or consciousness raising about practices for improvement </li></ul><ul><li>Students have only vague concepts, especially about communication strategies </li></ul>
  9. 9. Why video based analysis? <ul><li>Video has often been used to record students and give them feedback on oral production activities such as conversations (Murphy & Woo, 1999). </li></ul><ul><li>Students often don’t have a concrete image of their own oral production strengths and weaknesses </li></ul>
  10. 10. Analysis of presentations <ul><li>Web based video systems, such as DiViDU, are also being integrated into foreign language teaching (Corda & Goedemans, 2007). </li></ul><ul><li>Streamed video </li></ul><ul><ul><li>Feedback attached to any part of video </li></ul></ul>
  11. 11. Video training for good practices in making presentations <ul><li>Misumi, M. & Sasao, T. (2007 & 2008) </li></ul><ul><li>Short video clips illustrating good presentation practices for high school EFL curriculum </li></ul><ul><li>Ppt presentations and picture show and tell </li></ul><ul><li>Best presentation from each class competes at a whole-school assembly for prizes </li></ul><ul><li>Gestures, eye contact, clarity of voice, not reading, etc. </li></ul>
  12. 12. Many of the approaches, however, <ul><li>Rely on the teacher or technical staff to undertake many of the difficult technical tasks involved </li></ul><ul><ul><li>Set up of equipment & recording </li></ul></ul><ul><ul><li>Processing video (digitizing) </li></ul></ul><ul><ul><li>Uploading to the web </li></ul></ul><ul><ul><li>Specialized software for analysis </li></ul></ul>
  13. 13. This project? <ul><li>Practice rather than production </li></ul><ul><li>Low tech/high tech balance </li></ul><ul><li>Focus on a cycle of peer evaluation, goal setting and support </li></ul><ul><li>Digital video format, recent cameras and open-source software make individualized CALL technology affordable and user friendly. </li></ul>
  14. 14. Practice rather than production <ul><li>Students make a before and after video with the requirement that they spend several weeks trying to attain their goals. </li></ul><ul><li>Presentations are given to small groups five to seven times. </li></ul><ul><li>Identifying new goals and continuing new practices is stressed. </li></ul>
  15. 15. Low tech/high tech balance <ul><li>Software and hardware chosen so that students can record, upload, analyze and reflect on the videos themselves, in or out of class. </li></ul><ul><li>The teacher and IT staff are coaches but not indispensable elements in the production process. </li></ul><ul><li>Paper & CALL </li></ul>
  16. 16. Low – high tech <ul><li>Xacti & SD card </li></ul><ul><li>Lowest setting </li></ul><ul><ul><li>Web – 1.5 MB/min. </li></ul></ul><ul><ul><li>Up to ?? minutes </li></ul></ul><ul><li>Moodle upload (under 8 MG) </li></ul><ul><li>Not streamed </li></ul>
  17. 17. Focus on cycle of peer evaluation, goal setting and support <ul><li>Evaluation is carried out by students, coaching by teachers. </li></ul><ul><li>Students share their own goals before practice with a conversation partner or presentation audience </li></ul><ul><li>They receive feedback on those goals immediately after the activity is completed. </li></ul>Peer evaluation Practice (Re)design
  18. 18. Action research: 2005 <ul><li>2005 </li></ul><ul><li>Evaluated highly by students. They also seemed fascinated with making and viewing the videos. </li></ul><ul><li>BUT: </li></ul><ul><ul><li>Guided analysis took too much time </li></ul></ul><ul><ul><li>Students confused about the task </li></ul></ul><ul><ul><li>Need for consciousness raising concerning good and bad practices </li></ul></ul><ul><ul><li>Students lost focus on the area that they wanted to improve during the four to six week practice. </li></ul></ul>
  19. 19. Action research: 2006 - 2007 <ul><li>Used video for analysis of presentation skills </li></ul><ul><ul><li>First year conversation class </li></ul></ul><ul><ul><li>Second year content-based History class </li></ul></ul><ul><li>Simplified guided analysis </li></ul><ul><ul><li>From six questions & a long written answer </li></ul></ul><ul><ul><li>To questionnaire format with short written answers </li></ul></ul><ul><li>More teacher modeling of good and bad practices </li></ul><ul><li>More guidance during the four week practice period </li></ul>
  20. 20. Action research: 2008 <ul><li>Presentation Good & Bad Practices Video (Spring) </li></ul><ul><ul><li>Class that viewed the video seemed to include more good practices than the class that only had teacher modeling </li></ul></ul><ul><li>Develop and test more good practices videos </li></ul>Video
  21. 21. Good & bad practices for EFL <ul><li>Task introduction </li></ul><ul><li>Global variables </li></ul><ul><ul><li>Is it interesting and informative? </li></ul></ul><ul><ul><li>Does it help you to improve your EFL skills? </li></ul></ul><ul><li>Specific study & communication strategies </li></ul>Video
  22. 22. bgettings.com <ul><li>Thanks! </li></ul>
  23. 23. References <ul><li>Corda, A. & Goedemans, R. 2007. Streaming video as a tool for. reflection. Eurocall Conference . Coleraine. </li></ul><ul><li>Misumi, M. & Sasao, T. 2007. One Year Instruction of Presentations Develops Balanced Language Skills. JALT Hokkaido 24th Annual Language Teaching Conference </li></ul><ul><li>Misumi, M., & Sasao, T. (2008). Building confidence with picture show-and-tell. In K. Bradford-Watts (Ed.), JALT2007 Conference Proceedings . Tokyo: JALT </li></ul><ul><li>Murphy, T. & Woo, L. 1998. Videoing conversation for student evaluation: Educational video's diamond in the rough. The Language Teacher, 22 (8), 21-24. </li></ul><ul><li>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. </li></ul>