Video feedback and foreign language anxiety in online pronunciation tasks
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 dialog...
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| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/688561 |
| Acceso en línea: | http://hdl.handle.net/10803/688561 |
| Access Level: | acceso abierto |
| Palabra clave: | retroalimentació retroalimentación feedback retroalimentació en format vídeo retroalimentación en video video feedback aprenentatge d'idiomes aprendizaje de idiomas language learning pronunciació pronunciación pronunciation ansietat causada per l'idioma estranger ansiedad causada por el idioma extranjero foreign language anxiety Educació i TIC (e-learning) 159.9 374 81 |
| Sumario: | 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 feedback approach as the conceptual framework, the present study shows that anxious and non-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 where students share the responsibility for making feedback processes effective. The design of the learning activity was also validated by a group of experts whose opinions were collected by way of a focus group. Implications related to video feedback practices are also discussed. |
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