VIDEOTAPED FEEDBACK IN PUBLIC SPEAKING COURSES: POTENTIAL APPLICATION TO VIETNAMESE PEDAGOGICAL SETTING
Abstract
Giving feedback is an integral part of teachers' efforts to enhance students’ learning. In the public arena, providing thoughtful feedback not only helps students reflect on their performance but also significantly influences their communication skills in the long term. Attempting to delve into a still-new type of feedback in Vietnamese classrooms, namely videotaped feedback, this article aims to (1) review the literature on the impacts of videotaped feedback technique in public speaking classrooms and (2) have a look at videotaped feedback as a process and its potential application to Vietnamese public speaking context. Results of the review indicate that the answer to the first question was affirmative, and with its variety of uses in public speaking classrooms, videotaped feedback proves to be potential for the application to Vietnamese context.
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