비디오 피드백의 유형에 따른 초등학교 영어 말하기 학습효과

Video Feedback And Its Learning Effects on English Speaking Skill in Elementary School

  The purpose of the paper is to consider the role of negative feedback in terms of the learner"s noticing the feedback. For the purpose, three previous studies on the issue of noticing the negative feedback were critically examined. In Mackey, Gass, & McDonough"s think-aloud study (2000), the subjects didn"t noticed the interlocutor"s response to the morpho-syntactic errors. The purpose of this study is to verify the learning effectiveness of speaking skill on elementary school English education according to the types of the role-play video feedback. In particular, this study attempted to adopt video feedback techniques in order to offer students" (on/off-line) feedback opportunities and to improve their English speaking skill and emotional attitudes in the role-play activities. For this study role-plays were conducted in the classroom and recorded by camcorder. The transformed role-play video files are shown through the internet (on-line based) and TV (off-line based) with the teacher"s feedback. The findings were: First, video feedback had a positive effect on the student"s English speaking skill. Especially on-line feedback group had more positive effect than off-line feedback group. Second, on-line feedback showed positive effect on the students" affective domain while off-line feedback did not.