User perspectives
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User perspectives



Presentation of findings from M.A. in post compulsory education, University of

Presentation of findings from M.A. in post compulsory education, University of



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  • Alex Spiers Liverpool John Moores University
  • Manuel Frutos-Perez Deputy Manager, E-learning Development UnitUWE Learning & Teaching FellowUniversity of the West of England, Bristol 
  • This study clarified for me that the deployment of such technologies requires serious reflection on the part of the language tutor, particularly in examining their perception of their role in the learning process. Language tutors have a wealth of experience in encouraging and facilitating interaction face to face which they could bring to e-learning. In modern society more interaction is taking place in virtual environments and we need to understand how best to use our skills to ensure that our learners are equipped to interact in these new situations. Where there are affective barriers for ourselves and for our learners, how will we address these?

User perspectives Presentation Transcript

  • 1. Voice over the internet: user perspectives on voice tools in language learning
    Teresa MacKinnon
    Language Centre, University of Warwick
  • 2. Overview:
    The Language Centre context
    Affordances of voice tools
    User perspectives study
    Data collected
    Examples of other uses
    Best practice
  • 3. 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
  • 4. Voice tools
    Range of easy to use, international process tools to support spoken language over the internet
    One basic interface: the voiceboard
  • 5.
  • 6. Themes
    Tutor role
    Error correction
    Affective factors: in technology and in language learning
    Technical management and support
  • 7. Data collection
    Practitioner interviews and questionnaires
    ICT “can do” questionnaire (based on Davies, 2004)
    “Travelermetaphore” (Steiner Kvale,1996)
    Walkthrough interviews (Garfinkel, 1967)
    Quantitative data from software
  • 8. Results
  • 9. Conclusions
    Useful process to encourage dialogue
    Community of practice
    Reflective practitioners
    Importance of awareness of research
    Student engagement and desire for control!
  • 10.
  • 11.
  • 12.
  • 13.
  • 14. 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