Voice Recording in second language outside the classroom: Process and product

Le, Thinh Van

doi:10.3126/nelta.v23i1-2.23357

Cited by 4 publications

(7 citation statements)

References 16 publications

(40 reference statements)

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“…Its importance comes from the fact that it involves three different activities (role-play, storytelling, and voice recording) integrated into one strategy. The results of the current study come in line with the results of other studies, such as Le (2018), Ayuningtias et al (2019), Neupane (2019), and Sembiring and Ginting (2019).…”

Section: The Impact Of Iis On Fluencysupporting

confidence: 92%

“…These results were not unexpected, because the students in the experimental group benefited from Activity 2 which enriched their vocabulary significantly. The findings are in line with Le (2018) and Kim and Chang (2010), where voice recording can enhance the vocabulary and fluency of EFL students because they can always replay their recordings and identify their mistakes with the help of their teachers (i.e., feedback), and thus, improve their skills while also increasing their motivation and confidence in language learning in the future.…”

Section: The Impact Of Iis On Vocabularysupporting

confidence: 83%

“…Other studies investigated the impact of voice recordings on improving the speaking skills of EFL learners. Le (2018) used voice recording techniques to enhance the speaking ability of Vietnamese EFL learners. The experimental group was asked to make recordings and upload them on a private Facebook group.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Alsyouf

Kayed

2021

SiELE

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This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study employed an interview post-test to evaluate the effectiveness of IIS in teaching speaking skills. IIS is sought in this context to excite the minds of the learners with target subjects using untraditional techniques. It is designed to help in eliminating L2 learners’ confusion and increasing their motivation by adapting the activities of the traditional teaching environment. IIS is thus proposed as a strategy that challenges the traditional approaches to teaching EFL in helping the learners to use English as a communicative language through developing extra-class interactive sessions demonstrated to support EFL speaking classrooms.

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Section: The Impact Of Iis On Fluencysupporting

confidence: 92%

Section: The Impact Of Iis On Vocabularysupporting

confidence: 83%

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Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Alsyouf

Kayed

2021

SiELE

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show abstract

“…An essential element of speaking skills is fluency as Sánchez (2019), mentioned in her study. Equally, Le (2018), worked on fluency and complexity in his study which was conducted to explore how students practiced their language when recording their voice and the effects it has on their language proficiency. As a result, Le (2018), showed students were satisfied with the use of this tool because they could improve public speaking effectively.…”

Section: Runasmentioning

confidence: 99%

The effect of voice recording as a tool to improve speaking skills

Idrovo Maldonado,

Fajardo Dack

2024

RUNAS

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This research studies the effects of voice recording technology as an educational tool to enhance speaking skills with a group of 15 students of the first bachelorette at a public high school in Paute, Ecuador. The methodology applied a mixed-methods approach in which a pre and post-test were applied to gather quantitative data and a questionnaire with eight open-ended questions to collect qualitative data and analyze participants’ perceptions. During the intervention between the tests, students had to follow some steps to complete voice recording activities. Learners planned the speaking part, practiced the main components like fluency, pronunciation and intonation, vocabulary and grammar, and content and organization, then recorded the audio, and finally uploaded it to the WhatsApp group. Learners received guidance, feedback, and personalized instruction based on their recorded performances. Moreover, after the study, students perceived the voice recording activities as a significant benefit and considered this tool as an opportunity to improve their speaking skills. making the learning process more meaningful. Results revealed that voice recording provides a practical and effective tool for the development and continuous improvement of communication skills.

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“…A few other video-based tools allow for written and/or audio feedback, including that from fellow classmates from other schools or countries. The authors claim that VoiceThread and Flipgrid are seen as useful tools for short presentations, whereas Le (2018) states that voice blog tools are perceived by students as resources that allow them to improve their fluency and pronunciation. The results are not so favourable for syntactic complexity, however.…”

Section: The Use Of Technology To Promote Communication Skillsmentioning

confidence: 99%

Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English

Chagas

Pedro

2021

eurocall

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As the use of Web 2.0 proves to be beneficial in foreign language learning contexts, this quantitative study focuses on the use of Web 2.0 tools for the development of communication skills in English, specifically in higher education. In order to investigate the participants’ perceptions, 341 undergraduate students and 70 faculty members from Portuguese higher education institutions responded to an online survey. They were asked to associate a list of Web 2.0 tool types to the communication skills they believed that could be developed in English language learning.The general results from both groups show that video sharing tools (for listening and speaking) and presentation tools (for reading and writing) are the ones that the respondents consider to be mostly used in class. A deeper analysis allows us to identify other tools that are mostly used in face-to-face and distance learning contexts and we suggest this list can work as a guideline for faculty members in their practice.

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Voice Recording in second language outside the classroom: Process and product

Cited by 4 publications

References 16 publications

Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking

The effect of voice recording as a tool to improve speaking skills

Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English

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