Voice using wimba voice tools
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Delivered at AULC conference 2010, part of voice tools evaluation.
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Voice using wimba voice tools
- 1. Voice over the internet Using wimba voice tools to support language teaching T.MacKinnon January 2010
- 2. Context • Language Centre, 3500 students a year, 8 languages for academic credit. • Business language teaching operation • In house vle • 4 sanako digital labs • Evolving senior tutor team • Interest in ICT for teaching and learning
- 3. Voice tools • Range of easy to use, international tools to support spoken language over the internet • One basic interface: the voiceboard
- 5. Data collection • Practitioner interviews and questionnaires • ICT “can do” questionnaire (based on Davies, 2004) • “Traveler metaphore” (Steiner Kvale,1996) • Walkthrough interviews (Garfinkel, 1967) • Bildungsreise
- 6. Themes • Tutor role • Error correction • Affective factors: in technology and in language learning • Technical management and support
- 7. Results Voice tools created 20 18 voiceboards 16 14 voice email number 12 10 oral 8 assessments 6 podcaster 4 2 0 8 08 08 8 8 -0 -0 -0 n- b- ug pr ct Ju Fe O A A date
- 8. Conclusions • Useful process to encourage dialogue • Community of practice • Reflective practitioners • Importance of awareness of research • Student engagement and desire for control!
- 9. Next steps: • This study clarified for me that the deployment of such technologies requires serious reflection on the part of the language tutor, particularly in examining their perception of their role in the learning process. Language tutors have a wealth of experience in encouraging and facilitating interaction face to face which they could bring to e-learning. In modern society more interaction is taking place in virtual environments and we need to understand how best to use our skills to ensure that our learners are equipped to interact in these new situations. Where there are affective barriers for ourselves and for our learners, how will we address these?
Notas do Editor
- Not integrated within our vle, hosted system on external server, 24/7 support, set up wizard, wimba manager software personal to tutor, Language support vital
- I found software that met my criteria for ease of use, accessibility and pedagogic value.
- tutor skill levels have a bearing on technology adoption (Hampell et al, 2005) These are then validated through their impact upon listeners when recounted. The researcher will reflect and possibly change as a result of the journey as the process is essentially constructivist, leading to the creation of new knowledge or the modification of existing understanding.
- Wright (1987) postulated that all language teachers could be located somewhere on a continuum between: transmission interpretation based upon their assumptions of the nature of language learning. At the transmission end of this continuum tutors would have positivist views that learning is achieved through the transmission of objective reality. They would see mastery and internalisation of language structure and form to be the learner’s goal. At the interpretation end, the tutor is concerned to train the learner to become autonomous in language acquisition, more in tune with a constructivist approach, a theory of which argues that knowledge and meaning are constructed from each individual’s human experience. Tutor attitude to error correction is largely determined by the tutor’s chosen approach to language acquisition. Affective double whammy: use of technology/speaking Importance of right support for context, to identify teacher-related factors in their deployment. These were identified in the CALL study as being: “ the most important in determining the success of CALL materials development .” (Levy, 1997 p231)
- It would appear that the tutors who adopted the technology most readily were those who were both comfortable with technology and found greatest relative advantage in adoption. This was particularly the case for our Chinese and Japanese tutors who wish to supply additional listening and speaking opportunities tailored to their students needs It would appear from this study that experienced practitioners who have understood the affordances of CMC, thought about the role of the voice tools within their teaching approach and dealt with the key issues involved are able to harness these tools to deliver additional speaking and listening opportunities which are well received by their students. Indeed simply by engaging in this development they have reflected upon matters at the very heart of their profession.
- 64% of responding students also reported experiencing affective factors when using these technologies. 85% reported listening to the recordings available to them and a lesser 46% made their own recording “ It’s useful to hear the language spoken slowly and to have resources tailored to the class : “ it is great that you can hear how you sound in a foreign language would be good to post read passages (either from French sources or presentation prepared for orals etc.) and get feedback on pronunciation and intonation.” “ high quality interaction, full participation and reflection do not happen simply by providing the technology” (Tommie and Boyle in Salmon, 2002).