Students’ perceptions toward providing video-enhanced multimodal feedback on oral presentations

Abstract

Video feedback is a promising yet underutilized tool in language education, particularly in facilitating speaking performance assessments. This study delves into the specific applications and impacts of video feedback on language learners’ perceptions. It incorporates a mixed-methods approach, including questionnaire responses from twenty participants and in-depth interviews with twelve. The key findings revealed that students significantly favoured video technology over traditional written feedback for their speaking performances. Specifically, over 75% of participants expressed an elevated level of engagement and learning due to the multimodal and dialogic nature of video feedback. This interactive approach resulted in an enriching reflective learning experience, with learners demonstrating heightened awareness of their performance and areas for improvement. The study further identified the added advantage of learning autonomy, with students appreciating the ability to self-assess their performance through video feedback. This research addresses a significant research gap by shifting the focus from teachers’ perspectives to students’ viewpoints, specifically in the context of oral performance. It contributes valuable insights into the provision and efficacy of video-enhanced feedback for spoken language assessment.