USE OF VIDEO FEEDBACK IN AN ONLINE PRONUNCIATION ACTIVITY TARGETING COMPLEX SOUNDS IN A FOREIGN LANGUAGE

Providing feedback to students’ written work has always been a challenging experience for English as a foreign language (EFL) teachers and learners. High-quality feedback promotes students’ engagement in learning processes and enhances writing performance. Traditional written corrective feedback has often been criticized for not being able to achieve its purpose. 21st-century technological development brought the necessity to provide audio and video feedback through screencast technology. The letter enables EFL teachers to provide multimodal feedback by recording the teacher’s screen while commenting on a student’s written work. Although there have been some studies conducted in the field of oral feedback via screencast, video feedback is still relatively new in many educational settings. For this reason, the paper aims to provide a brief overview of screencast video feedback, potential affordances and challenges faced by EFL teachers and learners. For this article, recent research studies have been collected to review the use of screencast feedback in EFL class and discuss its implications on EFL students’ writing. Furthermore, the paper provides an overview of the most widely-used screencast software in educational settings and concludes with some practical guidelines for the effective implementation of screencast technology.

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Employing Latino Value Orientations to Facilitate Success in Stuttering Treatment

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd18.3.111 ◽

2008 ◽

Vol 18 (3) ◽

pp. 111-118

Author(s):

Lourdes Ramos-Heinrichs ◽

Lynn Hansberry Mayo ◽

Sandra Garzon

Keyword(s):

Foreign Language ◽

Therapeutic Relationship ◽

Service Provider ◽

Speech Therapy ◽

Cross Cultural ◽

Value Orientations ◽

Collaborative Partnership ◽

The Family ◽

Therapy Services ◽

Cultural Connections

Abstract Providing adequate speech therapy services to Latinos who stutter can present challenges that are not obvious to the practicing clinician. This article addresses cultural, religious, and foreign language concerns to the therapeutic relationship between the Latino client and the clinician. Suggestions are made for building cross-cultural connections with clients and incorporating the family into a collaborative partnership with the service provider.

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Head Position Identification

Journal of Speech and Hearing Research ◽

10.1044/jshr.1003.438 ◽

1967 ◽

Vol 10 (3) ◽

pp. 438-448

Author(s):

H. N. Wright

Keyword(s):

Roc Curve ◽

Head Position ◽

Hearing Impaired ◽

Type Ii ◽

Experimental Conditions ◽

Partial Explanation ◽

Complex Sounds ◽

Binaural Cues ◽

Criterion Behavior ◽

Stimulus Degradation

A binaural recording of traffic sounds that reached an artificial head oriented in five different positions was presented to five subjects, each of whom responded under four different criteria. The results showed that it is possible to examine the ability of listeners to localize sound while listening through earphones and that the criterion adopted by an individual listener is independent of his performance. For the experimental conditions used, the Type II ROC curve generated by manipulating criterion behavior was linear and consistent with a guessing model. Further experiments involving different degrees of stimulus degradation suggested a partial explanation for this finding and illustrated the various types of monaural and binaural cues used by normal and hearing-impaired listeners to localize complex sounds.

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Eye Movements of Children and Adults While Reading Television Subtitles

European Psychologist ◽

10.1027/1016-9040.12.3.196 ◽

2007 ◽

Vol 12 (3) ◽

pp. 196-205 ◽

Cited By ~ 57

Author(s):

Géry d'Ydewalle ◽

Wim De Bruycker

Keyword(s):

Eye Movements ◽

Foreign Language ◽

Age Differences ◽

Information Sources ◽

Native Language ◽

Verbal Information ◽

Single Text ◽

Grade 5 ◽

Reading Patterns ◽

Attentional System

Abstract. Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language subtitling) or reversed (foreign language subtitles and native language soundtrack) subtitling. With standard subtitling, reading behavior in the subtitle was observed, but there was a difference between one- and two-line subtitles. As two lines of text contain verbal information that cannot easily be inferred from the pictures on the screen, more regular reading occurred; a single text line is often redundant to the information in the picture, and accordingly less reading of one-line text was apparent. Reversed subtitling showed even more irregular reading patterns (e.g., more subtitles skipped, fewer fixations, longer latencies). No substantial age differences emerged, except that children took longer to shift attention to the subtitle at its onset, and showed longer fixations and shorter saccades in the text. On the whole, the results demonstrated the flexibility of the attentional system and its tuning to the several information sources available (image, soundtrack, and subtitles).

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Use of the TOEFL as a Standard for University Admission: A Position Statement by the Canadian Psychological Association

European Journal of Psychological Assessment ◽

10.1027/1015-5759.14.3.261 ◽

1998 ◽

Vol 14 (3) ◽

pp. 261-265 ◽

Cited By ~ 5

Author(s):

Marvin L. Simner

Keyword(s):

Academic Achievement ◽

Foreign Language ◽

Position Statement ◽

Considerable Evidence ◽

Canadian Universities ◽

Weak Relationship ◽

University Admission ◽

Canadian Psychological Association

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.

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