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Video Inclusive Portfolio (VIP)
Transcript of Video Inclusive Portfolio (VIP)
Trakya University (Edirne, Turkey)
Why video feedback?
Can teachers benefit from computer technology?
How effective is video feedback in EFL writing?
•How do learners respond to teacher feedback when it comes with videos?
•What are learners' perceptions about video feedback in EFL writing?
Video Inclusive Portfolio
Product vs. process writing
attending this session!
Data from the weekly drafts
Questionnaire for the experimental group
PDF editing software
screen video capture software
Discussion & Questions
90,5% of Ss - were digitally literate
100% of Ss - said conferencing is better
77,2% of Ss - had no chances for conferencing
68,2% of Ss - did not enjoy correction symbols
85,7% of Ss - watched VIPs more than once
% of Ss said T;
100% - spent more time for each
95,2% - provided more information
90,5% of ss - more attentive in their second drafts
100% of Ss - get VIP feedback again
Writing and speaking are the two productive skills in a language; however
writing is different from speaking because developing the writing skill requires some
systematic training (Yule, 1986, p. 212)
A product approach to writing instruction means providing the learners with a
model to reproduce it.
By contrast, a process approach focuses on some critical
processes of writing such as “drafting, structuring, reviewing, focusing, generating
ideas, and evaluation” (White & Arndt, 1991, p. 5)
Keh (1990) defines feedback as “input from a reader
to a writer with the effect of providing information to the writer for revision”, and
she explains “feedback is a fundamental element of a process approach to writing”
because it is a fundamental component of multiple-draft writing settings (p. 294).
Truscott (1996) argues that corrective feedback is “harmful, ineffective, and
there is no research showing it is helpful” (p. 327).
1) sometimes misunderstand by learners because what the instructor writes
or corrects is not always clear or meaningful;
2) revising is not a favorable stage for
all the learners;
3) students want conferencing;
4) traditional practice of feedback is text based,
hence, only appeals to learners with linguistic intelligence, especially those who
5) feedback that is delivered in written form have a rather limited information.
Why not traditional feedback?
Already in the language classroom
"Learners in our classrooms are digital natives" Dudeny&Hockly (2006)
no time constraints
effective use in online learning