대학 전공연계 비즈니스 영어수업 비디오 피드백에 대한 학습자 인식 연구
English language learners’ perception of video-taping feedback in major-affiliated business English class
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This study examined language learners’ perception of videotaping and video-feedback on their own presentation performance in major-affiliated business English classes. Videotaping and video-feedback methods were used to help learners reflect upon presentation manner and language mistakes made during their English presentations. After being videotaped, the research participants watched the video and analyzed their performance. They then wrote a self-reflection paper about what they needed to improve. The teacher’s feedback regarding (1) their organization of presentation materials, (2) presentation manner, and (3) language errors was also provided. Finally, a questionnaire was used to survey whether this method was useful in helping them to improve their presentation skills, and an analysis made of whether the video-feedback led students to be more affective in the class and more interested in participating in the class activities. The first finding of this study was that the video-feedback and videotaping were effective means of self-assessment. Moreover, these methods also helped develop participants’ fondness for their classmates, the subject matter and even the class dynamics. Pedagogical implications and too for further study were suggested that would help improve L2 learners’ official English presentation skills and performance in any business situation.
Abstract
This study examined language learners’ perception of videotaping and video-feedback on their own presentation performance in major-affiliated business English classes. Videotaping and video-feedback methods were used to help learners reflect upon presentation manner and language mistakes made during their English presentations. After being videotaped, the research participants watched the video and analyzed their performance. They then wrote a self-reflection paper about what they needed to improve. The teacher’s feedback regarding (1) their organization of presentation materials, (2) presentation manner, and (3) language errors was also provided. Finally, a questionnaire was used to survey whether this method was useful in helping them to improve their presentation skills, and an analysis made of whether the video-feedback led students to be more affective in the class and more interested in participating in the class activities. The first finding of this study was that the video-feedback and videotaping were effective means of self-assessment. Moreover, these methods also helped develop participants’ fondness for their classmates, the subject matter and even the class dynamics. Pedagogical implications and too for further study were suggested that would help improve L2 learners’ official English presentation skills and performance in any business situation.
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