Teaching English oral presentations as a situated task in an EFL classroom: A quasi-experimental study of the effect of video-assisted self-reflection
Abstract: Video-assisted self-reflection (VASR) has been identified as an effective pedagogical tool in teacher education, and yet it has been rarely researched in the context of teaching EFL students to make oral presentations (OPs). This study aimed at investigating the effectiveness of VASR in te...
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| Langue: | English |
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Pontificia Universidad Católica de Valparaíso. Instituto de Literatura y Ciencias del Lenguaje
2018
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| Accès en ligne: | http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-09342018000300359 |
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