Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school.
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| Title: | Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school. |
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| Authors: | Huang, Man1 (AUTHOR) moonhuang516@gmail.com |
| Source: | Computer Assisted Language Learning. May2026, Vol. 39 Issue 3, p395-415. 21p. |
| Subject Terms: | *Student presentations, *Peer review of students, *Psychology of students, *Communicative competence, *English as a foreign language, *Verbal ability, *Audiovisual education |
| Abstract: | In an era of rapid technological advancement, this 10-week quasi-experimental study conducted within a Chinese middle school EFL context examined the incorporation of video-recorded oral presentations and mobile-assisted peer assessment, aiming to evaluate how these digital tools influence students' speaking proficiency and their perceptions towards them. The study was conducted on two classes of 47 students each, wherein the experimental group received training on utilizing the digital tools of video presentations and mobile-assisted peer feedback, while the control group solely followed traditional teacher-led assessment methods. T-tests were utilized to analyze differences in test scores on standardized English proficiency exams between the two groups, supplemented by semi-structured interviews to elicit deeper insights into student perspectives and attitudes. The quantitative results showed the experimental group exhibited substantially higher English speaking proficiency scores compared to the control group in the standardized tests administered. Integrated with the qualitative findings, while students generally had highly positive perceptions towards utilizing the digital tools and recognized substantial learning benefits, some concerns emerged regarding the learning process. In light of this, providing not only cognitive but psychological guidance and support for students is critical for the ongoing success of this digital intervention. Moreover, maintaining open communication with parents is key to gaining their trust and nurturing a supportive home learning environment, which encourages students' smooth adoption of digital learning tools with parents' help and supervision. While strategically combining video presentations and peer feedback within the digital educational landscape shows promise for enhancing oral proficiency, further research should examine diverse student populations and backgrounds. [ABSTRACT FROM AUTHOR] |
| Copyright of Computer Assisted Language Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193318271 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Huang%2C+Man%22">Huang, Man</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> moonhuang516@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Computer+Assisted+Language+Learning%22">Computer Assisted Language Learning</searchLink>. May2026, Vol. 39 Issue 3, p395-415. 21p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Student+presentations%22">Student presentations</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Communicative+competence%22">Communicative competence</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Verbal+ability%22">Verbal ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In an era of rapid technological advancement, this 10-week quasi-experimental study conducted within a Chinese middle school EFL context examined the incorporation of video-recorded oral presentations and mobile-assisted peer assessment, aiming to evaluate how these digital tools influence students' speaking proficiency and their perceptions towards them. The study was conducted on two classes of 47 students each, wherein the experimental group received training on utilizing the digital tools of video presentations and mobile-assisted peer feedback, while the control group solely followed traditional teacher-led assessment methods. T-tests were utilized to analyze differences in test scores on standardized English proficiency exams between the two groups, supplemented by semi-structured interviews to elicit deeper insights into student perspectives and attitudes. The quantitative results showed the experimental group exhibited substantially higher English speaking proficiency scores compared to the control group in the standardized tests administered. Integrated with the qualitative findings, while students generally had highly positive perceptions towards utilizing the digital tools and recognized substantial learning benefits, some concerns emerged regarding the learning process. In light of this, providing not only cognitive but psychological guidance and support for students is critical for the ongoing success of this digital intervention. Moreover, maintaining open communication with parents is key to gaining their trust and nurturing a supportive home learning environment, which encourages students' smooth adoption of digital learning tools with parents' help and supervision. While strategically combining video presentations and peer feedback within the digital educational landscape shows promise for enhancing oral proficiency, further research should examine diverse student populations and backgrounds. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Computer Assisted Language Learning is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09588221.2024.2382851 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 395 Subjects: – SubjectFull: Student presentations Type: general – SubjectFull: Peer review of students Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Communicative competence Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Verbal ability Type: general – SubjectFull: Audiovisual education Type: general Titles: – TitleFull: Empowering oral proficiency in a large-scale class: video-recorded oral presentations and mobile-assisted peer assessment in a Chinese Middle school. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Huang, Man IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: May2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 09588221 Numbering: – Type: volume Value: 39 – Type: issue Value: 3 Titles: – TitleFull: Computer Assisted Language Learning Type: main |
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