This document discusses tools and strategies for developing listening and speaking skills through technology. It covers podcasting, YouTube, Skype, and screencasting. For podcasting, it describes different types and provides a list for teachers and students to explore. YouTube can be used for listening to videos and channels or creating videos to develop speaking. Skype allows for synchronous speaking practice. Screencasting tools allow creating video tutorials for flipped classroom instruction outside of class.

1. Listening & Speaking 2.0
CALL 3/25/13
slideshare.net/jwsmart

2. Listening & Speaking
 Monday
 Jon: Overview of tools in Listening & Speaking
 Jena: Skype
 Wednesday
 Turkan: Student podcasting & pronunciation
 Kristen: Youtube (watching and creating videos)
 Hongbo: Captioning videos
 Guanya: A/V CMC
 Bek: Making your own podcasts
 Wiki: Guanya & Hongbo

3. Listening
 Pedagogical challenges:
1. How can teachers/students sort through material and find
what they need?
2. What kind of listening materials are best for our students
(i.e., how authentic, how much support/scaffolding is
needed)

4. Listening materials
 Authenticity issues
 Authentic materials to support authentic listening
 Podcasts
 Teacher-generated content: Why & How

5. Types of authenticity (Robin, 2011)
1. Authentic (content and delivery package are not made for
language learners)
2. Semi-authentic (feels authentic to NS, but made for
pedagogical purposes)
3. Authentic w/ scaffolding (original material packaged for
learners).
4. Non-authentic (content and delivery designed for pedagogy)
5. Authentic materials w/ authentic support (often learner-
generated)…probably the most novel & interesting from an
educational perspective.

6. Authentic listening materials
w/ authentic support (Robin, 2011)
a) Repeatable material
b) Short-length material
c) Audio or video with transcripts or captions
 Scripts can be found for many movies and TV shows.
 Many Youtube videos (and other services) have captions
 Some A/V corpora also include scripts (e.g., CNCC)
d) Material w/ background available elsewhere
e) Non-commercial clip on user content sites
f) Authentic interaction (what does authenticity mean, even
within native speaker community)

7. Podcasts
 Podcasts can be audio (usually mp3) or video. You can
subscribe to them or download individual episodes.
(Nurmukhamedov & Sadler, 2012):
1. Discrete category: focused on a specific topic, often one
speaker, short podcasts (e.g., Just Vocabulary Podcast)
2. ESL-focused: Speech adjusted, supplemental materials,
transcripts.
3. General audience: most podcasts, based around topic or
presenter(s), or series of speakers (TED, PSYCH 101)
4. ESL Super Podcasts: Multiple podcasts hosted by large
organizations (e.g., BBC Learning English, Voice of
America)

8. Podcast list (20 minutes)
 Go to the following Google Doc.
 Check out some of the podcasts listed in each category.
 Add others that you know of to the appropriate categories.
goo.gl/EAgIf

9. Creating content for your learners:
Why?
Flip teaching – very popular idea in current pedagogy.
 Instruction (i.e., exposure to new material and ideas) occurs
outside of the classroom through readings, recorded
presentations, screencasting, etc.).
 In class time is used to facilitate learner-centered activities
(i.e., work on problems, tasks, projects).
 Research still not entirely clear (especially for LLs)
 Infographic on Flip Teaching

10. Creating content for your learners:
How?
 Creating Digital Stories (w/ narration)
 Asynchronous use of voice recording (e.g., Vocaroo,
Audioboo, Voicethread)
 Screencasting (e.g., Jing, screencast-o-matic.com, or
Showme if you have an iPad)
 Creating Youtube videos or other videos (e.g.,
Quicktime/Windows Media videos uploaded to LMS).

11. Speaking materials
 Technology can afford learners many opportunities for
speaking and interacting.
 They can speak with others through ACMC (Audioboo) or
SCMC (e.g., Skype).
 Learners can create their own audio/video content, such as:
 Recording their own presentations.
 Recording audio/video diaries
 Making their own videos/digital stories
 Creating their own podcasts.

12. Skype (Jena)

13. Youtube (also see Vine, Catch)
 Youtube has pedagogical applications for speaking and
listening.
 Options for privacy settings/sharing.
 Listening:
 learners can subscribe to Youtube channels and create
playlists
 Learners can use captions, comment on videos, repeat
videos.
 Speaking:
 learners can create their own videos and upload them to
Youtube (and share them w/ one another).
 They can respond to videos with their own videos.
 Sample activities: McGill on I-TESLJ

14. Let’s try it out (20 minutes)
 Choose one of the following. Work on your own or with a
partner. Prepare to share your ideas with the class.
1. Podcasting: How could you work with learners to create
podcasts? Brainstorm some ideas for language skills or
topics that could be used in podcasting.
2. Youtube: How could you use Youtube (or Vine) to develop
learners speaking AND listening abilities? Brainstorm
some ideas for language skills or topics that could be used
in creating videos.
3. Screencasting: Look at Jing, Screencast-o-matic, ShowMe
or a similar service and brainstorm some ideas for using
screencasting as an instructional tool in the classroom.