10 Ways to Use Sound Files for Language Learning What can you do with a hand-held digital recorder or recording software on a computer? Marsha will present 10 ways to use teacher-recorded and student-recorded digital audio files to enhance pronunciation, listening, vocabulary, grammar, sentence structure, and coherence in traditional and online language learning. By Marsha Chan, a member of the "Innovative uses of digital technology for teaching oral skills" TESOL 2009 Intersection Panel: CALL-IS, SPL-IS, DVM-IS.

1. + CALL-IS:
Innovative
Computer-
uses of digital
Assisted
technology for
Language
teaching oral
Learning
skills
Interest Section
VDM-IS: SPL-IS:
Video & Speech, Pron
Digital Media unciation &
Interest Section Listening
Interest Section
10 Ways to Use Sound Files for Language Learning
Marsha Chan
Mission College and Sunburst Media
California U.S.A.

2. +
Equipment
Option 1: Portable digital recorder

Small

Battery-powered

Easy to use

No editing

Option 2: Computer w/ sound recording software

My favorite sound editing s/w

 Audacity http://audacity.sourceforge.net/
 GarageBandhttp://www.apple.com/ilife/garageband/
Microphone and speakers

 Stick microphone and speakers
 Headset with earphones and boom mic

3. +
Raw vs. edited files
No editing – Some editing – Much editing
 Digital recorder

4. +
1. Record students’ voices
Record what?
 How do students hear the

recordings?
 Sentences
 Stories  Lend the recorder to students
for playback
 Dialogues
 Speeches  Burn files to CD to distribute
 Panel discussions
 Copy files to students’ USB
 Debates flash drives
 Transfer files to student
Benefits

computers in a lab
 Small and simple
 Email attachments to
 Students can be responsible
students
for recording themselves or
each other.  Upload to a password-
 Teacher can focus on protected online class site
instruction and assessment.
 Upload to an open website

5. +
2. Record your voice (teacher)
During class, record:
 How do students hear the

recordings?
 Any of the previous
 Lecture Raw audio, as previously

 Instruction mentioned
 Class discussion Edited audio, after using

 One-on-one software on your computer
(more on this in a moment)
Outside of class, record:

 Comments to students
 Rehearsals for model
speeches
 Rehearsals for academic
presentations
 Presentations

6. +
Recording and editing sound
No editing – Some editing – Much editing
 Computer &sound editing software

7. +
3. Teacher records words
 Aural word recognition
 Sound-symbol correspondence
 Pronunciation practice
SOUND FOCUS 1: /∫/

Listen and underline the letters that make the /∫/ sound.
she ash wishing
shade dish special
show crash machine
shoe wash Washington
Chan, M. J. (2009). Phrase by Phrase Pronunciation and Listening in American English 2 e, Sunburst Media

8. +
4. Record connected discourse
for listening comprehension, as speaking models
Dialogs

Stories

Announcements

Reports

Songs

Poems

Lectures

Example:

Laughter, Part 5
Chan, M. J. (2006). College Oral Communication 1. English for Academic Success series, HeinleCengage Learning

9. +
5. Students record for assessment
(quiz or homework)
 What  How
Using recording software in a
Words 

lab
Sentences

Language Player tiny mode

Dialogs
 records mp3
Oral compositions
 Using recording software at

home

10. +
6. Teacher records comments and
corrections for SPL students
How do students hear the

 How
to record
recordings?
comments
Transfer files to student

On a separate sound file

computers in a lab
On a second track in the

Copy files to students’ USB

same file flash drives
To learn how, access my
 Email attachments to

podcastUsing Audacity to students
give comments on a Upload to password-

student’s oral recording protected CMS
http://web.me.com/purplecast (Angel, Blackboard)
/podcasts/edupod/edupod.ht
Right track vs. left track (See

ml
my podcast)

11. +
7. Teacher records for online
grammar students
What  Where

Intro to textbook chapter
 Upload to password-

protected online class site
Selected exercises

Example: Advanced Grammar

Why

& Editing class
Gives sense of teacher’s

http://wvmccd.angellearning.com/se
presence – if not f2f, then v2v ction/default.asp?mode=content&id
Gives students an oral nudge
 =12354
to do homework
Guides students thru chapter

Meets need of students more

auditory than visual
Reinforces what students read


12. +
Questions and Commands 1

13. +
8. Record narration for slide
shows
 PowerPoint
 Keynote
 Articulate Presenter
Interactive intro to the online advanced grammar virtual

classroom
http://missioncollege.org/depts/esl/faculty/chan/970G/angel_i
ntro/player.html

14. Intro to online advanced grammar virtual classroom

15. +
9. Record podcasts
 What  Where
Anything your heart desires Podomatic.com
 
Simple audio OurMedia.org
 
Enhanced (music, multi- MyPodcast.com
 
track, images, links) iWeb Apple’s mobileme

 Why Example: Clear

Communication in English
Accessible online

for Healthcare Workers
anywhere anytime
http://web.me.com/purplec
Download & transfer to

ast/podcasts/eslhealthpod/
iPod eslhealthpod.html

16. +
Sample podcasts

17. +
10. Record narration for movies
 DVD
 CD-ROM
 iMovieto DVD, QuickTime,
Flash, YouTube
Best Practices in Distance Learning

http://missioncollege.org/depts/esl/faculty/chan/DLpanel2008.html
or
http://www.youtube.com/watch?v=mOCbtVUTabA&feature=channel_page
Chan, M. J. (2006). College Oral Communication 1. English for Academic Success series, HeinleCengage Learning

18. +
Q & A / Marsha’s contact info
marsha_chan@wvm.edu

Mission College
Santa Clara, California
marsha@sunburstmedia.com

Sunburst Media for Language Learners
Sunnyvale, California
Skype: marshachan

Visit me in the TESOL Exhibit Hall

at S u n b u r s t M e d i a Booth 833
Marsha wearing
several hats