Video feedback and Foreign Language Anxiety in online pronunciation tasks

Abstract Despite many studies about video feedback in both face-to-face and online settings, little research has been carried out exploring how this technique is perceived by students learning the pronunciation of specific sounds a foreign language. Adopting grounded theory as methodology dialogic approach conceptual framework, present study shows that anxious welcome feedback. The design activity for to practise problematic target English, an e-learning environment, more specifically English language course, described. results show three aspects teacher's corrective feedback, relevant: Emotional input referred feelings around delivery which foster dialogue, closeness, motivation empathy; Enhanced understanding, related clarity, usability personalization feedback; engagement, are conditions favouring agentic engagement involves sharing responsibility making processes effective. Implications practices also discussed.