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

Authors: Catherine Nguoi Chui Lam; Hadina Habil; Nora Binti Sahari

Addresses: School of Education, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia; General Studies Department, Politeknik Ibrahim Sultan, Pasir Gudang, Johor, Malaysia ' Language Academy, Universiti Teknologi Malaysia, 81310 Skudai, Johor, Malaysia ' General Studies Department, Politeknik Ibrahim Sultan, Pasir Gudang, Johor, Malaysia

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.

Keywords: video annotation; peer feedback; oral presentation; body language; cognitive feedback; student learning.

DOI: 10.1504/IJIL.2022.126639

International Journal of Innovation and Learning, 2022 Vol.32 No.4, pp.474 - 497

Received: 10 Sep 2021
Accepted: 09 Dec 2021
Published online: 31 Oct 2022 *

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