Originally, Ana thought she would have the learner write their first draft, which she
would correct and give them back on paper, but she decided instead to record a
screencast while she corrected the text, explaining the learner’s mistakes, at the
same time providing a pronunciation model of how to read the text. The learner
could then watch this video, change their texts according to the teacher’s
suggestions and then later record themselves reading their own texts. Not only
does this method of corrective feedback take less time to record than it would to
traditionally mark writing texts, ‘the amount of information that can be provided by
the teacher is much greater, and students feel it is the nearest thing to a one-toone
feedback session’ (Stannard, 2006). The learner also gets additional listening
practice. Ana is always looking for new ways to do things, especially when it comes to
using technology to improve her classroom practice and help her learners. She also
tests the efficacy of the tools and then shares her findings in her blog. For example,
for the screencasting part of this project, she tried out the tool Educreations
(www.educreations.com), which makes it easy to share videos with learners.