The Impact of Weekly Student Videoed and Evaluated Conversations

Taiwanese university students in a semester-long course were regularly videoed having semi-spontaneous conversations. Students received copies of their conversations to critic each time. They compiled the conversations on their own video-cassettes and wrote papers at the end of the semester comparing the first and last conversations. The videoing not only allowed them to see themselves performing competently, but the procedure also allowed them to have multiple opportunities for extended discourse. These opportunities for extended discourse "pushed" their abilities and allowed them to construct themselves as speakers of English. The videoing and pair work scaffolded student learning through interaction within students’ ZPDs and allowed for near peer role modeling. This research is explained through SLA studies in extended discourse opportunities, pushed output and negotiation, as well as pedagogically through Vygotskian scaffolding and collaborative learning. The opportunities to evaluate and correct themselves facilitated the students’ movement toward more metacognition and autonomous learning.

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