International E-Journal of Advances in Education

Öz

In their attempt to learn a foreign language, learners make errors. Providing
a feedback on this erroneous language output presents a multilevel dilemma.
First, teachers must decide whether or not to respond. Second, if feedback is
ever desperately required, who should do it and how should it be done? More
important, overwhelmed by the sheer number of beginner and intermediate-level
learners’ errors, keeping a record and making notes of the important errors
during interpersonal conversation such as role plays poses a serious challenge.
Equally important, teachers are more inclined to interrupt constantly the flow
of learners’ conversation to provide corrective feedback, a practice that much
dampens their enthusiasm to express themselves. In response, the current paper
addresses two main questions: which teaching technique could teachers devise to
organize their corrective feedback provision? 
Which technology toolkit could be brought into classroom use to help
organize corrective feedback provision to learners’ oral flawed output? The paper
draws on the experimental use of audiovisual recordings of learners’ oral
output for the purpose of providing more adequate corrective feedback. With one
objective in mind, the experiment is aimed to test the utility of using
audiovisual recording to improve the quality of corrective feedback provision.
Audiovisual recordings provide useful database for teachers to organize any
remedial intervention and feedback provision. Moreover, the recordings will, in
the long term, constitute a corpus that could be well exploited to build an
explanatory theory for learners’ errors.