Considering the excerpt, what is the appropriate oral language intervention for public high school students that accounts for their developmental stage and the role of video in language learning? A) Designing a project where students plan and record oral texts using video, then reflect gradually with structured feedback. This supports the development of self-awareness and the ability to manage one’s image over time. B) Asking students to record unscripted monologues and self-assess them without prior guidance or support. This assumes readiness for self-correction and minimizes the need for guided learning in reflective video use. C) Avoiding using video to prevent emotional discomfort and prioritize written feedback and non-visual oral practices. This promotes the necessary management skills taught in oral practices in digital scenarios. D) Assigning live oral performances and emphasizing grades and external responses as sources of improvement. This relies on performance-based motivation, combining reflective learning and teacher guidance.

A) Designing a project where students plan and record oral texts using video, then reflect gradually with structured feedback. This supports the development of self-awareness and the ability to manage one’s image over time.

Considering the excerpt, what is the appropriate oral language intervention for public ...

1Q1089623 | Inglês, Ensino da Língua Estrangeira Inglesa, Licenciatura, PND, INEP, 2025

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One could imagine that using digital tools was an additional learning experience for the students in itself. Recent literature has also shown that being able to recognize what can be improved requires being trained to do so. As such, students watching themselves on video could not yield possible improvements that could be made, because noticing them also requires a learning process. It could also be hypothesized that compared to university students, elementary school students are less able to seize the benefit of video recording as a peer and self-evaluation tool. In addition, they had to manage their image, which was an extra effort as well, due to intimidation and possible lack of confidence in front of the camera, although students may have a positive attitude toward videos. One could therefore claim, but obviously without being certain, that a related form of learning took place: the management of technologies for learning, and the management of one’s image.

BOBKINA, J.; DOMÍNGUEZ ROMERO, E. The Role of Video Technology in Supporting Young Learners’

Oral Skills in English as Foreign Language Classrooms. Computers and Education, 2023.

Considering the excerpt, what is the appropriate oral language intervention for public high school students that accounts for their developmental stage and the role of video in language learning?

✂️ a) Designing a project where students plan and record oral texts using video, then reflect gradually with structured feedback. This supports the development of self-awareness and the ability to manage one’s image over time.
✂️ b) Asking students to record unscripted monologues and self-assess them without prior guidance or support. This assumes readiness for self-correction and minimizes the need for guided learning in reflective video use.
✂️ c) Avoiding using video to prevent emotional discomfort and prioritize written feedback and non-visual oral practices. This promotes the necessary management skills taught in oral practices in digital scenarios.
✂️ d) Assigning live oral performances and emphasizing grades and external responses as sources of improvement. This relies on performance-based motivation, combining reflective learning and teacher guidance.