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Video Inclusive Portfolio (VIP)

action research

Sertaç Özkul

on 25 August 2015

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Transcript of Video Inclusive Portfolio (VIP)

Trakya University (Edirne, Turkey)

The idea:
The Literature
Why video feedback?
Can teachers benefit from computer technology?
Research Questions
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?
Data Analysis
Video Inclusive Portfolio
Writing skill

Product vs. process writing

Same teacher
Group 23
Group 24
Thanks for
attending this session!
Data from the weekly drafts
Questionnaire for the experimental group
Contact me:

PDF editing software
screen video capture software
Pedagogical Implications
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).
The argument
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
like reading;
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)
personalized feedback
visualized feedback
recorded feedback
no time constraints
effective use in online learning
Full transcript