Teachers’ Perceptions Toward Video as a Tool for Feedback on Students’ Oral Performance

• Published in: Canadian journal of applied linguistics Vol. 26; no. 1; pp. 69 - 90
• Main Author: Park, Jaeuk
• Format: Journal Article
• Language: English
• Published: Québec Canadian Association of Applied Linguistics 01.01.2023; Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée
• Subjects: Classrooms; Educational Environment; Educational technology; Feedback; Feedback (Response); Foreign Countries; Higher education; Language acquisition; Language instruction; Language Teachers; Learning Processes; Oral Language; Second language learning; Spoken language; Student Evaluation; Students; Teacher Attitudes; Teachers; Teaching; Teaching Methods; Video Technology; South Korea
• ISSN: 1481-868X; 1920-1818
• DOI: 10.37213/cjal.2023.32829

Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students’ performances. This study explores whether video technology contributes to the quality of feedback on students’ oral language performance and investigates how language teachers perceive contemporary technology regarding student education. Participants in the study were eight incumbent teachers involved in language education. The interview data suggested that the teachers seemed to be very positive about using video technology as a tool for feedback. The technology not only allowed for evidence-based accounts which served to enrich the quality of feedback, but also enabled them to highlight specific aspects of oral performances and create feedback that is conducive to understanding. The findings of this study showed that technology-enhanced evidence-based feedback will be able to provide an important supplement to written feedback, adding one more mode for an effective feedback process.