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Teresa MacKinnon Language Centre, University of Warwick Voice over the internet: user perspectives on voice tools in language learning
14

User perspectives

Dec 18, 2014

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Presentation of findings from M.A. in post compulsory education, University of
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Page 1: User perspectives

Teresa MacKinnonLanguage Centre,

University of Warwick

Voice over the internet: user perspectives on voice tools in language

learning

Page 2: User perspectives

Overview:• The Language Centre context• Affordances of voice tools • User perspectives study• Data collected• Examples of other uses• Best practice

Page 3: User perspectives

Context• Language Centre, 3500 students a year, 8

languages for academic credit.• Business language teaching operation• 4 sanako digital labs, moodle vle• Interest in ICT for teaching and learning• Increasing importance of oral/aural skills

Page 4: User perspectives

Voice tools• Range of easy to use, international process tools

to support spoken language over the internet• One basic interface: the voiceboard

Page 5: User perspectives
Page 6: User perspectives

Themes• Tutor role• Error correction• Affective factors: in technology and in

language learning• Technical management and support

Page 7: User perspectives

Data collection• Practitioner interviews and questionnaires• ICT “can do” questionnaire (based on Davies,

2004)• “Traveler metaphore” (Steiner Kvale,1996)• Walkthrough interviews (Garfinkel, 1967)• Bildungsreise • Quantitative data from software

Page 8: User perspectives

ResultsVoice tools created

02468

101214161820

date

nu

mb

er

voiceboards

voice email

oralassessments

podcaster

Page 9: User perspectives

Conclusions• Useful process to encourage dialogue• Community of practice• Reflective practitioners• Importance of awareness of research• Student engagement and desire for control!

Page 10: User perspectives
Page 11: User perspectives

www.uwe.ac.uk/elearning

Page 12: User perspectives
Page 13: User perspectives
Page 14: User perspectives

Best practice notes:• Importance of understanding nature of

communication• Management awareness of relative

advantage• Opportunity for shared reflection and

student input• Use may challenge language tutor

approach