Enhancing teacher feedback on speaking through interactive videos

Abstract

Providing effective feedback on spoken interaction remains a persistent challenge in language education. Immediate correction during speaking tasks can disrupt fluency, while delayed comments are often too general or disconnected from the original performance. This pedagogical practice paper explores the use of H5P interactive video within Moodle as a practical response to this problem. As a pedagogical practice paper, the article does not present a formal empirical study; instead, student and teacher reflections are used as illustrative practice-based evidence to examine how the feedback process was experienced. Drawing on feedback theory, feedback literacy, and recent work on technology-mediated feedback, the paper argues that H5P is valuable not simply because it places teacher comments online, but because it reorganizes feedback on spoken performance through three connected affordances: temporal control and alignment, multimodality, and structured interactivity. By embedding comments, audio explanations, and reflective prompts directly into recorded student performances, teachers can provide feedback that is contextualized, revisitable, and more closely connected to specific moments of language use. The reflections suggest that interactive video feedback may support learner noticing, self-observation, and more focused engagement with teacher comments, while also encouraging teachers to provide more selective and precise feedback. Practical challenges, particularly workload and teacher training, are also discussed. The paper concludes that interactive video feedback is not a universal solution but can offer a sustainable way to enhance feedback engagement on spoken performance when used selectively and strategically.