Scholarlink

This study explores the role of 360-degree video technology in computer-assisted language learning, focusing on its effectiveness in evaluating learners’ speaking proficiency and providing feedback. A comparative analysis was conducted between two conditions: an experimental (360-degree video technology) and a control (traditional video technology) in an English as a Foreign Language (EFL) setting. Participants recorded either 360 or traditional video presentations, which were then assessed by their peers, with evaluative feedback provided to support revisions. Although participants in both groups had similar baseline speaking skills, post-study results indicated that the experimental group demonstrated superior performance and received more detailed feedback. The findings highlight 360 video technology’s potential in facilitating language learning through content creation, peer assessment, and iterative feedback mechanisms, suggesting its adoption in educational practices. Future research directions are also proposed.

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Advancing Language Proficiency Through Immersive Video Technologies: A Study on 360-Degree and Traditional Video in EFL Assessment and Feedback

  • 会议论文

  • 发表日期：

    2026年

查看全文
  • Asror Muhamedov,
  • Rustam Shadiev,
  • Zilola Kasimova,
  • Narzikul Shadiev,
  • Mirzaali Fayziev,
  • Fahriye Altınay,
  • Nurassyl Kerimbayev,
  • Zhanargul Beisembayeva,
  • Elena Gaevskaia

摘要

This study explores the role of 360-degree video technology in computer-assisted language learning, focusing on its effectiveness in evaluating learners’ speaking proficiency and providing feedback. A comparative analysis was conducted between two conditions: an experimental (360-degree video technology) and a control (traditional video technology) in an English as a Foreign Language (EFL) setting. Participants recorded either 360 or traditional video presentations, which were then assessed by their peers, with evaluative feedback provided to support revisions. Although participants in both groups had similar baseline speaking skills, post-study results indicated that the experimental group demonstrated superior performance and received more detailed feedback. The findings highlight 360 video technology’s potential in facilitating language learning through content creation, peer assessment, and iterative feedback mechanisms, suggesting its adoption in educational practices. Future research directions are also proposed.