Video recording as a tool for assessing speaking performance in EFL large classes

Abstract

Assessing speaking performance to learners of a large English class is a challenging task for teachers. This action research proposes the use of video recordings for making this process more effective and objective in a large EFL seventh grade class of the public school Liceo Tame located in Tame, Arauca, Colombia. Raw data were collected from learners’ speaking activities that were recorded with a cellphone video camera and managed by means of self-assessment rubrics what allowed students to become involved in their learning process and monitor it in a conscious way. The development of the study comprised two cycles that were focused in exploring the way as the use of these tools influenced the learners’ speaking performance and the opportunities for teacher optimizing the time available in order assess the whole class in one session. Qualitative and quantitative data obtained from videos, rubrics, teacher journals and focus group interviews were managed by means of color coding techniques and statistical methods. The results show that video recordings offer an interesting and innovative way of teaching English in this context since it allow learners to interact through their cellphones and instant messaging service WhatsApp while they explore and assess their own perform from one session to another at the time that parents participate positively in the process via Whatssap. On the other hand, this study describes strategies for effective use of class time and video recordings for assessing speaking activities as well as the challenges that the teacher researcher faced during the process.