“I Spy with My Little Eyes...” The use of video stimulated recall methodology in teacher training – The exploration of aims, goals and methodological characteristics of VSR methodology through systematic literature review

Gazdag, Emma; Nagy, Krisztina; Szivák, Judit

doi:10.1016/j.ijer.2019.02.015

Cited by 29 publications

(24 citation statements)

References 54 publications

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“…Video stimulated reflection has been researched in the teaching context, but in the speaking, context is underexplored. Gazdag et al (2019) note that video-stimulated reflection is a helpful methodology for gaining deep insight into the critical thought processes and values of inexperienced teachers, as well as the views that drive their pedagogical work. According to Borg (2006) cite in Schmid (2011), the use of video-stimulated reflection has been proposed as a suitable method of data collection to examine the principles, attitudes, assumptions, hypotheses, and techniques underlying the actions of teachers and their decisions.…”

Section: Video Stimulated Reflectionmentioning

confidence: 99%

“…Another challenge is that school placements or teaching placements have been carried out in various schools (e.g., the environment, organizational conditions, under the guidance of mentors who perceive different positions, etc. ), so they are very difficult to compare (Gazdag et al, 2019).…”

Section: Video Stimulated Reflectionmentioning

confidence: 99%

“…There is some study that examines the use of video-stimulated reflection in the foreign language teaching context. For example, Gazdag, Nagy, & Szivák (2019) conducted a study to investigate the benefits of the video-stimulated reflection methodology in teacher education. Interviews were used as a data collection tool in all studies as an attribute of the stimulated reflection technique.…”

Section: Video Stimulated Reflectionmentioning

confidence: 99%

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EFL Students’ Perceptions on stimulated-reflection (VSR) video as a learning strategy to increase speaking performance in Indonesia public university

Fadhla

2021

J-REaLL

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Video-stimulated reflection has long been used in teaching and learning. One of the uses of video-stimulated reflection is in learning the English language. For this reason, this paper discusses students' perceptions in a private university in Jakarta, Indonesia, about applying the method of video stimulated-reflection as a learning strategy to increase speaking performance. There are two objectives in this study. The first objective was to reveal what is the EFL students' perception of video-stimulated reflection. The second objective was to know to what extent the video-stimulated reflection method helps students to enhance students speaking performance. Data were collected via journal reflection and interview. The data were analyzed by content analysis of the qualitative data. Four students of the private university were recruited to participate in this study. They were asked to record their speaking activities and complete journal reflection to capture their voice toward video-stimulated reflection. At the end of this research, an interview was also delivered by these students. The findings show that most students perceived positively toward video stimulated-reflection. Moreover, this study shows the strengths and weaknesses of video reviews; the problem faced when making the video, the aspect that needs to be improved, the efficiency of video stimulated-reflection, and students' focus when viewing the video. The findings are useful for EFL students involved in learning the use of video-stimulated reflection to enhance speaking performance. Keywords: video stimulated-reflection; speaking performance; perception of students EFL

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Section: Video Stimulated Reflectionmentioning

confidence: 99%

Section: Video Stimulated Reflectionmentioning

confidence: 99%

Section: Video Stimulated Reflectionmentioning

confidence: 99%

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EFL Students’ Perceptions on stimulated-reflection (VSR) video as a learning strategy to increase speaking performance in Indonesia public university

Fadhla

2021

J-REaLL

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“…VSR enhances (one‐on‐one) interviews with video recordings of behaviour to stimulate participants' recall and reflection on critical moments 38,39 . The video recording adds depth to the interviews by allowing participants to ‘relive’ events 40 …”

Section: Methodsmentioning

confidence: 99%

“… 38 , 39 The video recording adds depth to the interviews by allowing participants to ‘relive’ events. 40 …”

Section: Methodsmentioning

confidence: 99%

Medical student engagement in small‐group active learning: A stimulated recall study

et al. 2021

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Background Active learning relies on students' engagement with teachers, study materials and/or each other. Although medical education has adopted active learning as a core component of medical training, teachers have difficulties recognising when and why their students engage or disengage and how to teach in ways that optimise engagement. With a better understanding of the dynamics of student engagement in small‐group active learning settings, teachers could be facilitated in effectively engaging their students. Methods We conducted a video‐stimulated recall study to explore medical students' engagement during small‐group learning activities. We recorded one teaching session of two different groups and selected critical moments of apparent (dis)engagement. These moments served as prompts for the 15 individual semi‐structured interviews we held. Interview data were analysed using Template Analysis style of thematic analysis. To guide the analysis, we used a framework that describes student engagement as a dynamic and multidimensional concept, consisting of behavioural, cognitive and emotional components. Results The analysis uncovered three main findings: (1) In‐class student engagement followed a spiral‐like pattern. Once students were engaged or disengaged on one dimension, other dimensions were likely to follow suit. (2) Students' willingness to engage in class was decided before class, depending on their perception of a number of personal, social and educational antecedents of engagement. (3) Distinguishing engagement from disengagement appeared to be difficult for teachers, because the intention behind student behaviour was not always identifiable. Discussion This study adds to the literature by illuminating the dynamic process of student engagement and explaining the difficulty of recognising and influencing this process in practice. Based on the importance of discerning the intentions behind student behaviour, we advise teachers to use their observations of student (dis)engagement to initiate interaction with students with open and inviting prompts. This can help teachers to (re‐)engage students in their classrooms.

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Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research

Wong,

Ortega

2023

TESOL Quarterly

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Anti‐Black racism can be difficult to discuss in English language teaching because teachers often feel unprepared. This article describes our experiences as researchers and educators from a duoethnographic self‐study to understanding the possibilities of addressing social justice issues in an adult English as a second language (ESL) classroom. Using the concepts of anti‐racism and solidarity, we explored how teachers can plan, deliver, and evaluate lessons that resonate with the students' academic needs, while also addressing discrimination against marginalized communities. We gathered data from conversations via Zoom and electronic communications as well as various classroom materials and analyzed them to find emerging themes. The data revealed that addressing anti‐Black racism in the ESL classroom comes with tensions about sparking trauma among students, a lack of time to prepare the content, and how to create safe spaces for students. This article proposes that despite the difficulties teachers might experience when addressing these topics, vigorous work must be done to actively challenge the privileges and oppression that are present not only in classroom practices but also in personal experiences.

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“I Spy with My Little Eyes...” The use of video stimulated recall methodology in teacher training – The exploration of aims, goals and methodological characteristics of VSR methodology through systematic literature review

Cited by 29 publications

References 54 publications

EFL Students’ Perceptions on stimulated-reflection (VSR) video as a learning strategy to increase speaking performance in Indonesia public university

EFL Students’ Perceptions on stimulated-reflection (VSR) video as a learning strategy to increase speaking performance in Indonesia public university

Medical student engagement in small‐group active learning: A stimulated recall study

Addressing Anti‐Black Racism in English Language Teaching: Experiences from Duoethnography Research

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