International Forum on Frontier Issues in Applied Linguistics (al2020)

41 / 2020-07-27 19:47:03

The Impact of Videotaped Feedback on EFL Learners’ Public Speaking Competence and Anxiety

videotaped feedback, public speaking competency, public speaking anxiety

Forum on Frontier Issues in Applied Linguistics > foreign language education

Research on videotaped feedback is plagued with controversies and conflicting findings about the impact of videotaped feedback on public speaking competence and anxiety. Most videotaped feedback studies focus on the in-private videotaped feedback and the impact of videotaped feedback as an instructional method in class is still underresearched. This quasi-experimental study investigated the impact of videotaped feedback on EFL learners’ public speaking competence and anxiety. Three intact university-level English classes in China participated (N = 74), each assigned to one of the three 10-week treatment conditions. One group received in-class videotaped feedback while watching their own speech videotaped in class; the other group received in-private videotaped feedback, where only the speaker students were given feedback while watching their own videos with the instructor. A third group served as the control group and received feedback without watching the videos. Data on students’ speaking competency were validated using many-faceted Rasch measurement (MFRM). Subsequent multivariate tests of three groups’ speaking competence and anxiety showed that in-class videotaped feedback significantly improved students’ delivery skills and reduced their speaking anxiety compared with the other two groups. It is suggested that in-class videotaped feedback should be conducted in class as an instructional procedure to help EFL learners improve speaking skills and reduce their speaking anxiety.