One of the most important aspects of Foreign Language Teacher Education is the means by which trainers can observe and give feedback to trainees' developing performance. The opportunity to facilitate enhanced value for professional learning can be presented through the use of Mobile Technologies and, specifically, digital applications that can record class sessions while improving quality of formative feedback on practice from teacher trainer to trainees. The VEO (Video Enhanced Observation) App and system were created to improve Teachers' Professional Development, allowing teachers to be recorded and tag features of classroom practice to effortlessly review and reflect on what happened. The simplicity and flexibility of combining qualitative video evidence with quantitative tag data, means that the use of the VEO system is not restricted to Teachers Training courses. With focus on process and interaction, VEO may be deployed for any Teacher Professional Development activity, such as, for example, peer to peer observation within schools' internal training and development. Given the intended application of the system in developing pedagogy, questions of teachers' reactions, adoption and use with regard to the system and its elements are pertinent. Aspects included the live-tagging app, "tag set frameworks", uploading and sharing data to a professionalsocial portal whereby written comments and further tags can be left by peers, trainees or trainers to facilitate discussion around the recorded practice. Therefore, the aim of this paper is to analyze the beliefs and feelings of eight Spanish as a Foreign Language teachers using Video Enhanced Observation for internal training based on peer observation between teachers. For this purpose, eight semi-structured interviews were conducted with the aim of understanding how they used the system, and any benefits or recommendations to other users.
It is a project based on an App, originally designed in order to improve teachers' professional development. The idea that we are developing is to allow teachers to take their iPad-in a few months the App will be available for tablet and Android as well-and video their own class or to work with a colleague to video each other's classes. So, it is an App which has advantages. So, one advantage is that you video a class and, when you press the button, it is uploaded onto the cloud very quickly. You can share it on the cloud, you can look at the video on your PC and you can edit it if you like. The second advantage is that you have a tagging system. At the moment, one common problem with current recording systems, such as recording with a video camera, is you make a video and you think "there is something interesting, but I can't remember where it is after twenty minutes or after thirty minutes". So, you spend a lot of time trying to find the interesting thing you noticed. In the VEO App you simply tag that point and, after the recording, you go straight back to it and you, actually, go back to the point five seconds before that, so you can see the build up to that point as well.
INTRODUCCIÓN. Los escape rooms son actualmente un entretenimiento muy popular y se ha demostrado, además, que ofrecen numerosos beneficios en otros campos como la enseñanza de lenguas extranjeras. Dentro del ámbito de la gamificación, los juegos de escape se comprenden como adecuados para paliar actitudes negativas y promover la comunicación, el trabajo en equipo, la cooperación y el desarrollo de un aprendizaje significativo acorde a las necesidades e intereses del alumnado. MÉTODO Y OBJETIVOS. Este estudio, de carácter exploratorio, tiene como objetivos conocer qué valoración hacen los alumnos sobre un escape room educativo tras participar en él y qué elementos les han suscitado más aprendizaje en el marco de la enseñanza de español como lengua extranjera (ELE), y además pretende poner de manifiesto el valor de los escape rooms como estrategia metodológica adecuada para la enseñanza-aprendizaje de ELE. RESULTADOS. El análisis de los cuestionarios de percepción demuestra que los alumnos valoran positivamente el escape room educativo como herramienta y como propuesta didáctica para la enseñanza-aprendizaje de ELE. CONCLUSIÓN. Los alumnos valoran positivamente la participación en la experiencia didáctica y consideran que han aprendido significativamente, sobre todo en relación con el desarrollo de la comprensión y los contenidos tratados sobre la cultura hispanoamericana.
Listening materials are commonly developed so students show their understanding about a specific oral discourse. In many of these listening materials, students face interactions between speakers. Through the lens of authenticity, they can be understood in terms of Interactional Competence. Oral interactions provided in textbooks are resources in which different interactional practices are involved, repair practices being one of these. With the aim to determine to what extent Spanish as a Foreign Language (SFL) listening practices can be understood as appropriate resources to show examples of repair work and develop the students' Interactional Competence (IC) regarding this specific interactional practice, deepen into the possibilities to develop Interactional Competence through textbook materials, this article seeks to explore the types of interactional repair practices developed found in SFL listening interactions in textbooks and the relationship between repairs and other characte ristics of the interactions. With this purpose, Following a Conversation Analysis perspective, 109 repairs in 504 SFL audiotaped listening materials are analyzed. The results show that repairs are not a common resource practice in listening materials, other-initiated self-repairs being the most common type of repair work instead. A disparity is also observed in establishing repair through the listening materials depending on the textbook. Some of them include self-repairs together with other interactional features, such as overlapped turns, articulated pauses or response tokens, while other textbooks rarely present any repair work. The findings improve our understanding of how listening materials can be understood in terms of authenticity so students might develop their IC.
Classroom interaction has been widely studied using the conversation analysis methodology in order to explore and understand interactional practices that enhance language learning. This research has been traditionally focused on the canonical teacher-student classroom interaction, called Initiation-Response-Feedback (IRF) sequence, composed by a teacher's first turn, a student's response and a third turn performed by the teacher to evaluate or give feedback. Variability within the IRF sequence, regarding the learner's initiative to take the floor, has been investigated and its potential benefits to generate language learning opportunities have been acknowledged. Employing Conversation Analysis, in this article we investigate learner initiatives in teacher-student interactions obtained from 40 hours of video-recorded Spanish as a foreign language lessons in Barcelona, Spain. We aim to explore and characterize students´ initiatives in a meaning-focused round robin sequence and analyze the implications of nonallocated turns for the progressivity of the interaction. The analyses reveal that some initiatives do not alter -but support-the ongoing interaction, while others lead to marked changes and readjustments in the IRF sequence.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.