Show me! Enhanced Feedback Through Screencasting Technology

Séror, Jérémie

doi:10.18806/tesl.v30i1.1128

Cited by 45 publications

(50 citation statements)

References 14 publications

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“…In Butler's () study again using Audacity, the personal nature of feedback was the prominent feature of audio feedback as reported by law students. While these two studies provide evidence that audio feedback can improve student writing, the use of screencast, which is the broadcast of videorecordings of one's on‐screen activities and corresponding comments, has gained popularity in the field of educational research as a way of providing video feedback on students’ writing (Mann, ; Seror, ; Silva, ; Stannard, ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Bitchener, Young, and Cameron (), corrective feedback is most effective when it is individualized in the form of one‐on‐one conferences with students, which is oftentimes difficult to schedule especially with larger classes (Butler, ; Keh, ). Although it may save time for the teachers, the use of correction symbols may also become problematic as they are prone to misinterpretations especially with lower proficiency levels (Lee, ; Seror, ). Video feedback, in that sense, can help teachers overcome some of these challenges in providing feedback.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As a matter of fact, video feedback has found its place in higher education (Crook et al., ; Seror, ; Thompson & Lee, ). Crook et al.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The students’ responses to the web‐based survey revealed that they had difficulty interpreting written feedback, usually provided in the margins of the paper, and therefore found video feedback more meaningful due to its audiovisual features that make it more conversational. In Seror's () study, the author not only explains his own journey as a second language writing teacher using video feedback, discussing the advantages and disadvantages, but also presents his students’ perceptions regarding video feedback. Although there is growing interest in the idea that screen‐capture videos can be helpful in understanding students’ engagement with writing outside the classroom context (Seror, ) and in providing written feedback (Crook et al., ; Seror, ; Stannard, , ; Thompson & Lee, ), prior studies have focused only on students’ perceptions regarding video feedback.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

The use of video feedback in teaching process‐approach EFL writing

Özkul

Ortaçtepe

2017

TESOL Journal

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This experimental study investigated the use of video feedback as an alternative to feedback with correction codes at an institution where the latter was commonly used for teaching process-approach English as a foreign language (EFL) writing. Over a 5-week period, the control and the experimental groups were provided with feedback based on comments and correction codes and video feedback, respectively, and the extent of feedback incorporation was analyzed through descriptive and inferential statistics. In addition, a questionnaire was administered to the experimental group to explore their perceptions of video feedback. The findings show that teacher feedback delivered in the form of videos is more effective than written feedback when EFL learners revise their written work in process writing. The study confirms that video feedback is more information-rich, and in return results in more correction in learners' subsequent drafts. The findings imply that video feedback, because of its features of conferencing and multimodality, is an effective method of providing EFL learners with teacher feedback and is therefore eligible for classroom practice and for future research.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…As a matter of fact, video feedback has found its place in higher education (Crook et al., ; Seror, ; Thompson & Lee, ). Crook et al.…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

The use of video feedback in teaching process‐approach EFL writing

Özkul

Ortaçtepe

2017

TESOL Journal

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“…The use of technology may be one means to provide growing numbers of students with meaningful feedback (Campbell, 2005;Crook et al, 2012;Evans, 2013;Gikandi, Morrow, & Davis, 2011;Séror, 2013). A growing body of literature has explored the use of video as: a means of providing individualised assessment feedback (Turner & West, 2013); an accompaniment to written comments (Thompson & Lee, 2012) and as a way of providing generic feedback to large groups of students (Brick & Holmes, 2008;Crook et al, 2012).…”

Section: Providing Feedback Using Technologymentioning

confidence: 99%

Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback

West

Turner

2015

Innovations in Education and Teaching International

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Individualised video screencasts with accompanying narration were used to provide assessment feedback to a large number (n = 299) of first-year Bachelor of Education students at Edith Cowan University in Western Australia. An anonymous online survey revealed that nearly three times as many respondents (61%) preferred video feedback to written feedback (21%). The results reflect a clear preference for video feedback among the research participants. Participants commented that video feedback was clearer and less ambiguous than other forms of feedback and improved both the quality and quantity of the feedback received. Participants also felt that video feedback established greater rapport with their tutor and provided them with greater insight into the assessment process

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Written Corrective Feedback as a Pedagogical Technique

Lee

2023

The Encyclopedia of Applied Linguistics

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In the teaching of L2 writing, responding to student writing has often been described as the most time‐consuming enterprise for teachers. In many L2 writing classrooms, much of teacher attention is focused on providing feedback on linguistic errors, which is known as written corrective feedback (WCF) (also referred to as grammar feedback, error feedback, grammar correction, or error correction). WCF is based on an assumption that students cannot improve written accuracy if their writing is not corrected. Truscott (1996), however, argued for the ineffectiveness of WCF and total abandonment of grammar correction, which sparked a heated debate about the role of WCF in L2 writing classrooms. Since then, research on WCF has grown exponentially, and WCF has become one of the most popular research topics within the field of L2 writing. Equally, WCF has drawn the attention of L2 writing teachers who, in one way or another, share concerns about the amount of time they spend on WCF and are eager to find ways to maximize the benefits of WCF for their students. The crucial questions are: In what ways can WCF support L2 learning, and what are the implications for classroom practice? To answer the questions, this entry examines the role of WCF in L2 learning from cognitive and sociocultural perspectives. Drawing on insights from the dual perspectives, it discusses how WCF can be utilized as a pedagogical technique to facilitate L2 learning. The entry concludes with suggestions for future research.

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Show me! Enhanced Feedback Through Screencasting Technology

Abstract: Technology is an ever-increasing part of how teachers and learners work on language and texts. Indeed, computers, the Internet, and Web 2.0

Cited by 45 publications

References 14 publications

The use of video feedback in teaching process‐approach EFL writing

The use of video feedback in teaching process‐approach EFL writing

Enhancing the assessment experience: improving student perceptions, engagement and understanding using online video feedback

Written Corrective Feedback as a Pedagogical Technique

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