Screencasting. Learner Autonomy in Error Correction

Individualized video screencasts that incorporate advanced narrative and annotation features cannot be considered as a ‘recent technological innovation’ as they have been known for nearly a decade and considerable research has been carried out on their use in EAP settings. However, the optimal sequence in which screencasts can co-exist with coded/written feedback and tutorials thus yielding with considerable ‘synergies’ has been under-explored. This book will attempt to discover the optimal sequence in the deployment of these three distinct methods of feedback, aiming in exploring the best possible creative synthesis of these practices that lead to actively fostering and promoting increased levels of synergy. This research will review the existing literature in an attempt to highlight the ‘gaps’ that justify this intervention. By setting the limits of this investigation, this paper will undertake a small-scale study in a Higher Educational Institute in the UK. Student perception on the usefulness of these sequences was captured both quantitatively – through questionnaires – and qualitatively – through the recording of sample videos of tutorials.

Tasos is a bilingual, British-Greek, Technology-Enhanced Language Learning (TELL) Professional, that currently occupies a full-time post as a Digital Learning Developer at Bishop Grosseteste University, in Lincoln, UK.