The affordances of a mobile video-tagging tool for evaluating presentation skills in a second language

Author:

Aşık Asuman1ORCID,Sert Olcay2ORCID,Miller Paul3

Affiliation:

1. Department of English Language Teaching, Gazi University, Ankara, Türkiye

2. School of Education, Culture and Communication, Mälardalen University, Västerås, Sweden

3. School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK

Publisher

Informa UK Limited

Subject

Philosophy

Reference47 articles.

1. Batlle, J., & Seedhouse, P. (2021). Integrating the Video Enhanced Observation (VEO) app in peer observation feedback interaction. In P. Seedhouse (Ed.), Video enhanced observation for language teaching: Reflection and professional development (pp. 117–134). Bloomsbury.

2. Tutoring as an embodied activity: How speech, gaze and body orientation are coordinated to conduct ESL tutorial business

3. Boud, D., & Molloy, E. (2013). What is the problem with feedback? In D. Boud & E. Molloy (Eds.), Feedback in higher and professional education (pp. 1–10). Routledge.

4. Bozbıyık, M., Sert, O., & Dilek Bacanak, K. (2021). VEO-integrated IMDAT in pre-service language teacher education: A focus on change in teacher questioning practices. In P. Seedhouse (Ed.), Video enhanced observation for language teaching: Reflection and professional development (pp. 97–116). Bloomsbury.

5. The Effect Over Time of a Video-Based Reflection System on Preservice Teachers’ Oral Presentations

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