#Screencast online how to#

Digital video presentation in an EFL writing classroom. Towards best ESL practices for implementing automated writing evaluation. Link, S., Dursun, A., Karakaya, K., & Hegelheimer, V. Projecting the potential impact of COVID-19 school closures on academic achievement. Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. Staying resilient, responding to a global crisis. Formatting a student version of an APA-style paper in Google Docs (APA 7th edition). Emergency remote teaching and students’ academic performance in higher education during the COVID-19 pandemic: A case study. Iglesias-Pradas, S., Hernández-García, Á., Chaparro-Peláez, J., & Prieto, J. Rethinking texts: Narrative and the construction of qualitative research. The difference between emergency remote teaching and online learning. Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. New Jersey: Lawrence Erlbaum Associates Publishers. Teaching academic ESL writing Practical techniques in vocabulary and grammar. Emergency remote English language teaching in the Arab league countries: Challenges and remedies.

Indonesian Journal of Applied Linguistics, 7(2), 413-424. Theme and thematic progression of undergraduate thesis: Investigating meaning making in academic writing. The International Journal of Designed Objects, 9(1), 19-27. Sustainable fashion design education: Designing virtual online teaching resources for flexible delivery. Watching screencasts help students learn APA format better than reading the manual. Three types of corrective feedback on higher education students’ academic writing. Teacher and student-created videos in English language teaching. Screencast video feedback in online TESOL classes. Online Journal of Distance Learning Administration, 8(4), 1-7.Ĭheng, D., & Li, M. The context of distance learning programs in higher education: Five enabling assumptions. Indonesian Journal of Applied Linguistics, 6(1), 20-29.Ĭhaney, D., Chaney, E., & Eddy, J. Chinese EFL undergraduates’ academic writing, rhetorical difficulties, and suggestions. Introduction to research in education (10th ed.). Best practices for virtual presentations: 15 expert tips that work for everyone. Ideas for future research are presented.Ībbajay, M. The discussions of the paper are supported by some of the authors’ actual experiences in using SOM in their classrooms, related research findings, and literature.

#Screencast online how to#

Some of the practices discussed in this paper are the use of SOM to: record a video lecturer on how to write a paper following an APA format, give video-based feedback to students’ work, make a digital video presentation, and be a digital mirror that helps students review their speaking performance before they do an actual video presentation.

In response, the primary purposes of this article are to introduce a technology tool called Screencast-O-Matic (SOM), its potentials, and possible practices of using SOM that EFL lecturers might adopt for their teaching and learning purposes, specifically in the current pandemic era. In that transition, teachers often do not have enough space and time to explore various technology to support their teaching and learning practices that should be done flexibly in multiple places and times. The COVID-19 situation causes a sudden and unexpected shift of face-to-face pedagogy to emergency remote teaching mode.