Developing oral proficiency with VoiceThread: Learners’ strategic uses and views

Abstract

This study explored Russian as a foreign language (RFL) learners’ self-reported strategic uses of VoiceThread (VT)—a multimodal asynchronous computer-mediated communication tool—in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that contributed to those perceptions. The participants were eight undergraduate students who attended six weekly tutoring sessions that combined face-to-face (F2F) RFL instruction with VT activities. VT allowed them to access text-based, graphic, video, and aural linguistic input; record and store audio/video-recorded output; listen and comment on peers’ recordings; and receive individualized teacher feedback on oral performance. Data from activity logs and researcher field notes were triangulated with participants’ responses to two surveys and a semi-structured oral interview. Findings indicated that participants believed that VT supported their oral proficiency development through the provision of additional time and resources for independent planning, rehearsal, and controlled production of L2 forms. Most participants also agreed that VT’s playback and record features were the most beneficial for developing language skills, enhancing the reflection process, and facilitating self-assessment and creativity in the L2. Yet, despite VT’s multimodal affordances and the availability of communicative tasks via VT, participants did not perceive VT as a social environment that could promote peer-to-peer interaction or replace F2F communication. A thematic data analysis suggested that participants’ preferences for language learning tasks influenced their strategic uses of VT’s features, which ultimately affected their perceptions of VT’s value for promoting meaningful language learning interactions. Pedagogical considerations are discussed.

Microteaching in Isolation: Fostering Autonomy and Learner Engagement through VoiceThread

“…Following that, the students were able to practice constructive feedback language on model teaching videos. The second purpose was to increase participation in the VT-based microteaching, to minimize anxiety and other negative feelings towards the online task, and to make up for the perceived lack of spontaneous interaction on VT noted by Dugartsyrenova and Sardegna (2016). We also realized that our students would not automatically engage with the technology unless they were aware of its affordances (Egbert, 2018, p.2).…”

Web-Based Language Learning (WBLL) for Enhancing L2 Speaking Performance: A Review

“…This helps to create an online community where students can collaborate and learn from each other through peer feedback (e.g. Baniabdelrahman, 2013;Dugartsyrenova & Sardegna, 2017;Ghoneim & Elghmotmy, 2016). Through blogging, besides improving L2 oral proficiency, learners can also acquire socio-cultural knowledge and skills as well as building relationships with their classmates (Baniabdelrahman, 2013; Combe & Codreanu, 2016;Lin, Shie & Holmes, 2017).…”

“…Regarding the findings, participants' overall speaking ability improved in both accuracy and fluency criteria. In the same vein, Dugartsyrenova and Sardegna (2017) also employed VoiceThread in their language classroom. Eight undergraduate students studying Russian as a foreign language accessed the class materials on VoiceThread.…”

The Impact of Using Cambly on EFL University Students’ Speaking Proficiency

“…Similarly, studies have been conducted to investigate the effectiveness of synchronous CMC tools in relation to L2 learners' speaking proficiency. Among the synchronous CMC tools that have been examined with regard to their efficacy are games (Alfulaih, 2017;Grimshaw & Cardoso, 2018;Liu & Chu, 2010), MSN messenger and Audacity (Ko, 2012), written chats using ICQ (Mehr, Zoghi, & Assadi, 2013), Skype (Castañeda, 2019;Wu, Marek, & Chen, 2013;Yeh & Lai, 2019), VoiceThread (Castañeda, 2019;Dugartsyrenova & Sardegna, 2017), and FaceTime (Castañeda, 2019). Castañeda (2019) tested the impact of CMC tools on participants' speaking skills using an experimental design that divided 53 Spanish as a foreign language (SFL) students into two groups based on their proficiency levels: intermediate 1 and intermediate 2.…”