User perspectives

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

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

Context
Language Centre, 3500 students a year, 8 languages for academic credit.
Business language teaching operation
4 sanako digital labs, moodlevle
Interest in ICT for teaching and learning
Increasing importance of oral/aural skills

Voice tools
Range of easy to use, international process tools to support spoken language over the internet
One basic interface: the voiceboard

Themes
Tutor role
Error correction
Affective factors: in technology and in language learning
Technical management and support

Data collection
Practitioner interviews and questionnaires
ICT “can do” questionnaire (based on Davies, 2004)
“Travelermetaphore” (Steiner Kvale,1996)
Walkthrough interviews (Garfinkel, 1967)
Bildungsreise
Quantitative data from software

Results

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

www.uwe.ac.uk/elearning

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

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User perspectives

by Teresa Mackinnon

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