Online Course Design Using VoiceThread with TPACK Model to Enhance English Speaking Skills for Non-native Learners

Abstract

–Learning English as a foreign language (EFL) and computer technology are two fundamental skills for learners majoring computer science and control engineering not only for the use in academic fields but also for the means of communication worldwide. Among language skills, speaking is a core output element that all learners wish to achieve. This research looked into TPACK (Technological Pedagogical and Content Knowledge) model with an aim to de-sign an online English speaking course for non-English majored learners using VoiceThread as an instrument. Twelve Japanese students participated in the study over 12 weeks. The researcher used internal-service speaking criteria and a self-designed course satisfaction questionnaire based on TPACK model dimensions to collect quantitative data analyzed by R-studio software. Qualitative data were collected and analyzed by content analysis from interviews. The results of this study were discussed in terms of the learners’ progress as well as their satisfaction and the perceptions about using VoiceThread via Zoom and Google Classroom online learning platforms. The TPACK model suggested an effective teaching approach for teachers that can enhance non-native learners’ English speaking performance

RETRACTED: Implementing web applications in the English as a foreign language classroom to develop learners’ productive skills: The case of Kazakhstan

“…The findings revealed that, regardless of their confidence level, VoiceThread provides students with a safe, low-anxiety environment to practice listening and speaking. Other studies also confirm that the VoiceThread application can be an assistive tool (Nguyen & Takashi, 2022) that helps learners work independently and improve their productive skills as well as their receptive skills (Munive et al, 2021) and could be beneficial to developing their communicative skills (Utami & Santosa, 2023).…”

“…The same findings were indicated in the Mahmud et al study (2023), which confirmed the positive effect on learners' collaboration and communication skills and their positive perception of using Web 2.0 in a collaborative learning context. Some researchers, Smith and Dobson (2009), Tuyet and Khang (2020), Chang and Windeatt (2021), Nguyen and Takashi (2022), and Andiappan et al (2022), mentioned that teachers who have used Web 2.0 tools in their classroom have noticed that students have a positive attitude towards their use in classroom…”

Using Flipgrid Videos to Enhance Speaking and Presenting in English for Non-Native Learners

“…In L2 acquisition, the ability to speak is considered a key skill that needs to be developed [5,9,12]. Speaking is a productive skill that allows language learners to communicate effectively with others and establish meaningful relationships.…”

“…Nevertheless, speaking in English is challenging for most Asian EFL (English as a Foreign Language) learners, as indicated by previous studies of Asian scholars [7,8,9,10]. One significant challenge that non-native learners often face is the limited opportunities to practice and improve their English language skills [5,10]. However, technology has made Using Flipgrid Videos to Enhance Speaking and Presenting in English for Non-Native Learners it possible to overcome this challenge by providing a range of digital tools that can assist in language learning [3,4,11].…”

Using Autonomous Learning Mode to Improve Students’ Learning Willingness and Resilience

“…As the pace of globalization accelerates in modern society, English teaching is widely regarded as a key factor in opening the door to the global stage [1,2]. In China, English skills have been considered an important criterion for assessing individuals' qualifications, from elementary schools to universities and colleges, and even in the workplace after graduation [3,4]. However, despite the large number of resources invested in English teaching, including teaching equipment, professional faculties, and rich course resources for students, many of them still lack sufficient learning initiative and persistent motivation, which has greatly limited their academic achievements and affected their competitiveness in the workplace [5].…”