Using<i>VoiceThread</i>for extended independent practice in giving short academic presentations

Chang, Heejin; Windeatt, Scott

doi:10.1080/09588221.2021.2003407

Cited by 7 publications

(10 citation statements)

References 47 publications

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“…effectively exploited to increase students' writing and speaking, which is consistent with the literature. This result matched the findings from past research by Johnson and Skarphol (2018), Lai et al (2021), Chang and Windeatt (2021), and Nguyen and Takashi (2022). The findings from those studies similarly paid attention to the effectiveness of Flipgrid and VoiceThread on speaking skills.…”

Section: R E T R a C T E Dsupporting

confidence: 88%

“…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…”

Section: Web 20 Applications As Motivational Toolsmentioning

confidence: 99%

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

Shelestova,

Nabiyeva,

Kalizhanova

2023

JALTCALL

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The paper reports the results of an exploratory quantitative study investigating the potential of VoiceThread and Flipgrid as learning tools for the development of learners’ productive skills and enhancing learners’ performance to provide the basis for continuing independent practice. The study involved a total of 39 students in a four-week English course; 19 students used the VoiceThread and Flipgrid software, and 20 students in a control group followed the same curriculum but without these web applications. Students carried out a weekly extended speaking task (storytelling) on a topic related to the curriculum. To prepare for this, they used VoiceThread and Flipgrid software to record and rehearse their presentation for other students and for the teacher to listen to and provide individual feedback. The recordings were analyzed according to the Speaking Assessment Scale. Questionnaires were used to investigate learners’ perceptions of the task’s value and of their performance and confidence changes over time. The results showed that regular VoiceThread and Flipgrid tasks help learners develop their productive skills, performance, and confidence in spoken English. Such voice-recording activities have the potential to improve speaking and writing and thus tackle the limitations on time, practice, and feedback inherent in classroom based courses

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Section: R E T R a C T E Dsupporting

confidence: 88%

Section: Web 20 Applications As Motivational Toolsmentioning

confidence: 99%

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

Shelestova,

Nabiyeva,

Kalizhanova

2023

JALTCALL

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“…The emergence of blended learning in numerous studies is fueled by the accumulation of evidence to transform the learning environment and introduce constructive reforms in education systems (Botero et al, 2019;Chang & Windeatt, 2021;Deiniatur, 2019;Karaaslan & Kılıc, 2019;Ngo & Ngadiman, 2019;Wichadee, 2017;Yeh & Lai, 2019). Results of the studies on blended instruction paint an overall positive picture of very high student motivation, high satisfaction, and learning outcomes (Ehsanifard et al, 2020;Sriwichai, 2020;Suwantarathip, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

Terzioğlu

Kurt

2022

Sage Open

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It is significant to immerse tech-savvy English language learners in interactive learning environments in order to maximize their comprehension and verbal communication. This quasi-experimental study set out to elucidate the effect of a learning management system (LMS) on speaking fluency and listening skill development among intermediate students. A total of 50 Turkish-speaking students from two intact classes were assigned into a control and an experimental group that utilized an interactive platform for learning English in 8 weeks. The study adopted a pre and posttest design. The mean listening and speaking posttest scores of both groups were compared according to effect size, analysis of covariance, paired sample t-test, and independent samples t-test. In addition, students’ perceptions regarding the impact of LMS on these two skills were investigated with a questionnaire and an interview. The results showed that there was a significant difference between the two groups as the experimental group surpassed the control group in both speaking fluency and listening posttest. Participants also reported from the questionnaire and the interviews that they held positive evaluations of LMS as a result of elevating both language skills. The contribution of the study lies in providing an innovative solution to promote learners’ speaking fluency and listening skill.

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“…Before the measurement of formulaic sequences, all the recordings were automatically transcribed with the assistance of artificial intelligence techniques, using the online transcription tool Otter, 1 which is a useful tool to provide (Chang and Windeatt, 2021). I also manually edited the transcripts to revise incorrectly transcribed words, so as to ensure the accuracy of transcription.…”

Section: Measuring Formulaic Sequencesmentioning

confidence: 99%

The role of psycholinguistics for language learning in teaching based on formulaic sequence use and oral fluency

2022

Front. Psychol.

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Psycholinguistics has provided numerous theories that explain how a person acquires a language, produces and perceives both spoken and written language, including theories of proceduralization. Learners of English as a foreign language (hereafter referred to as EFL learners) often find it difficult to achieve oral fluency, a key construct closely related to the mental state or even mental health of learners. According to previous research, this problem could be addressed by the mastery of formulaic sequences, since the employment of formulaic sequences could often promote oral fluency in the long run, reflected in the positive relationship between formulaic sequence use and oral fluency. However, there are also findings contradicting the abovementioned ones, without adequate explanations. This study aims to explore the roles of formulaic sequences in oral fluency, taking into account the relationship between formulaic sequence use and oral fluency. This study investigated 120 pieces of spoken narratives by Chinese EFL learners, using both quantitative and qualitative methods, combined with artificial intelligence techniques. Results of canonical correlation analysis showed that the frequency of formulaic sequences was significantly related to speed fluency (r = 0.563, p = 0.000) and breakdown fluency (r = 0.360, p = 0.001), while the variety of formulaic sequences was significantly related to repair fluency (r = 0.292, p = 0.035). Case studies further demonstrated that formulaic sequences could contribute to oral fluency development by promoting speed and reducing pausing when retrieved holistically, but they sometimes lost processing advantages when retrieved and processed in a word-by-word manner. The inappropriate use of formulaic sequences also neutralized the facilitative effects of formulaic sequences on repair fluency and could mirror speakers’ occasional tendency to sacrifice repair fluency for the improvement of speed and breakdown fluency when using formulaic sequences. Pedagogical implications were provided accordingly to promote sustainable oral fluency development through the use of formulaic sequences.

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UsingVoiceThreadfor extended independent practice in giving short academic presentations

Cited by 7 publications

References 47 publications

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

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

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

The role of psycholinguistics for language learning in teaching based on formulaic sequence use and oral fluency

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