Video recordings in language classroom – towards a new approach to error correction?
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RIS BIB ENDNOTEPublication date: 03.12.2015
Romanica Cracoviensia, Volume 15 (2015), Volume 15, Issue 2, pp. 119-132
https://doi.org/10.4467/20843917RC.15.009.4006Authors
Les Enregistrements Vidéo en Classe de Langue – Vers Une Nouvelle Approche de la Correction Des Erreurs Orales ?
This article deals with the question of technology-enhanced delayed corrective feedback in language learning. 45 students learning French in high school were video recorded while performing an oral production task. The videos were next uploaded to a private YouTube channel and the annotation tool was used to highlight student’s mistakes. Two distinct methods of correcting learners’ errors were used in the process. Next, a questionnaire was administered in order to determine which of the proposed ways of correcting erroneous utterances was considered more efficient by the subjects and what variables could have influenced learners’ perception of the delayed corrective feedback. Our goal was to determine whether such techniques can be successfully implemented in the case of learners unaccustomed to the use of video recordings in the language classroom.
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Information: Romanica Cracoviensia, Volume 15 (2015), Volume 15, Issue 2, pp. 119-132
Article type: Original scientific article
Titles:
Maria Curie-Skłodowska University in Lublin
Poland
Jagiellonian University in Kraków, Gołębia 24, 31-007 Kraków, Poland
Published at: 03.12.2015
Article status: Open
Licence: None
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FrenchView count: 2430
Number of downloads: 1678