Video feedback and Foreign Language Anxiety in online pronunciation tasks

International Journal of Educational Technology in Higher Education

Ibis M. Alvarez¹  Anna Espasa²  Sidney Martin² 

[1] Department of Educational Psychology, Universitat Autònoma de Barcelona (UAB), Campus UAB;Department of Psychology and Educational Sciences, Universitat Oberta de Catalunya (UOC);

关键词: Feedback;    Video feedback;    Language learning;    Pronunciation;    Foreign Language Anxiety;   

DOI  :  10.1186/s41239-022-00324-y

来源: DOAJ

【 摘 要 】

Abstract Despite many studies about video feedback in both face-to-face and online settings, little research has been carried out exploring how this technique is perceived by students learning the pronunciation of specific sounds in a foreign language. Adopting grounded theory as the methodology and a dialogic approach as the conceptual framework, the present study shows that anxious students welcome video feedback. The design of a learning activity for students to practise a specific problematic pronunciation target in English, carried out in an e-learning environment, more specifically in an online English language course, is described. The results show three aspects of teacher's corrective video feedback, perceived as more relevant: the Emotional input of feedback, referred to the feelings around the feedback delivery which foster dialogue, closeness, motivation and empathy; Enhanced understanding, related to the clarity, the usability and personalization of the feedback; and feedback engagement, which are the conditions favouring agentic engagement that involves the students sharing responsibility for making feedback processes effective. Implications related to video feedback practices are also discussed.

【 授权许可】

Unknown