A Testing of the Audio-Active Voice Reflector in the Foreign Language Classroom

Brown, James W.; Dietz, Donald T.; Fritz, Robert K.; Jenkins, Eldon; Mazzetti, Rita; Posada, Rafael; Merryman, Edward

doi:10.2307/324035

Cited by 2 publications

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“…Salaberry (2001), for example, mentions three failed, obscure technologies: the audio-active voice reflector (cf. Brown, Dietz & Fritz, 1972), the spectograph (cf. Lantolf, 1976), and the dormiphonics technique (cf.…”

Section: Criterion #5: De-emphasis Of Technologymentioning

confidence: 99%

Curated language learning spaces

Kronenberg

2016

IALLT Journal

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This article develops a set of design principles for 21st century language centers. It is based on a 2013 survey of language center directors and staff for the International Association for Language Learning and Technology (IALLT). The proposed criteria, which are flexibility and adaptability, mission-based design, situatedness, social space and community design, and de-emphasis of technology, offer a new direction in the physical and conceptual design of 21st century language learning spaces.

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Section: Criterion #5: De-emphasis Of Technologymentioning

confidence: 99%

Curated language learning spaces

Kronenberg

2016

IALLT Journal

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“…Mueller and Niedzielski (1966) also used programmed instruction, but with no reliably demonstrable effect. Another technological blind alley was illustrated in the article by Brown, et al (1972): use of an "audio-active voice reflector" to improve pronunciation in classroom practice. Although there appeared to be a positive effect of this device, its use brought about inherent inconvenience and oddity, so it did not appear further in classroom studies.…”

Section: Into the 60smentioning

confidence: 99%

“…Other researchers, like Peters (1934) and Feder and Cochran (1936), selected groups after equating for mental ability or aptitude. In some cases, authors have been able to make random assignment to treatment groups, as in the article by Brown, et al (1972), withinclass comparison.…”

Section: Control Groups (Equivalence Of Proficiency Tasks Learner Cmentioning

confidence: 99%

Progress in Language Classroom Research: Evidence from The Modern Language Journal, 1916‐2000

Chaudron

2001

The Modern Language Journal

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This article reviews the topical and methodological trends in the past 85 years of research on language classrooms in The Modern Language Journal. The primary focus is on empirical investigations into oral classroom instruction in post-secondary classes, which include comparisons of language teaching methodology, observational procedures in classrooms, examinations of teacher and learner talk, and some reports on the influence of specific factors such as tasks and learner attitudes on instructional interaction. Since the review is limited to studies published in the MLJ, a critical comparison of findings is not feasible, although some general trends are noted. The article documents a substantial broadening of scope and sophistication of the methodology adopted for research on instruction in language classrooms. Some critical improvements in methodology are suggested.

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A Testing of the Audio-Active Voice Reflector in the Foreign Language Classroom

Cited by 2 publications

References 0 publications

Curated language learning spaces

Curated language learning spaces

Progress in Language Classroom Research: Evidence from The Modern Language Journal, 1916‐2000

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