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Exploring the use of video-annotated peer feedback in oral presentation lessons

Author

Listed:
  • Catherine Nguoi Chui Lam
  • Hadina Habil
  • Nora Binti Sahari

Abstract

This study explored the use of video-annotated peer feedback in supporting student learning in oral presentation lessons. Nine student volunteers from one of the polytechnics in Malaysia participated in three rounds of video-annotated peer feedback sessions to improve their oral presentation skills. Even though video-annotated peer feedback was found to focus primarily on 'structure' and 'body language', most of the feedback were specific and cognitive feedback consisting of summary comments, problem/strength identification, solution and explanatory comments were identified. Collectively, students perceived the use of video-annotated peer feedback positively in their learning. The prominent themes emerging from the analysis of students' journal entries: students' active engagement in creative problem-solving, enhanced understanding of weaknesses in doing oral presentation and students' self-reflection seem to confirm the potential pedagogical benefits of using this approach in teaching of oral presentation.

Suggested Citation

  • Catherine Nguoi Chui Lam & Hadina Habil & Nora Binti Sahari, 2022. "Exploring the use of video-annotated peer feedback in oral presentation lessons," International Journal of Innovation and Learning, Inderscience Enterprises Ltd, vol. 32(4), pages 474-497.
    • Handle: RePEc:ids:ijilea:v:32:y:2022:i:4:p:474-497
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