Teachers’ Perceptions Toward Video as a Tool for Feedback on Students’ Oral Performance
Bibliographic record
Abstract
Video technology has the potential to improve opportunities for students to benefit from feedback that is essential for learning. However, previous studies have all dealt with videos of tutors, rather than videos of students’ performances. This study explores whether video technology contributes to the quality of feedback on students’ oral language performance and investigates how language teachers perceive contemporary technology regarding student education. Participants in the study were eight incumbent teachers involved in language education. The interview data suggested that the teachers seemed to be very positive about using video technology as a tool for feedback. The technology not only allowed for evidence-based accounts which served to enrich the quality of feedback, but also enabled them to highlight specific aspects of oral performances and create feedback that is conducive to understanding. The findings of this study showed that technology-enhanced evidence-based feedback will be able to provide an important supplement to written feedback, adding one more mode for an effective feedback process.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.047 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".