Learners are currently growing up in a digital age in which technology is being used in all facets of life (e.g., education, social). For instance, the use of social networking is particularly popular, and approximately 73% of U.S. teenagers are now using these types of websites (Davis, 2010). As a result, the incorporation of technology into 21st century classrooms is becoming increasingly prevalent. One reason is that educators are beginning to recognize the role that technology can play in advancing student learning outcomes. This has resulted in the use of technology in classrooms previously being used for material distribution and teacher communication and now being used for enriching collaborative educational processes (Augustsson, 2010). Through the use of technological assignments, educators can help enhance students’ levels of critical thinking skills, creativity, motivation, and autonomy.

One commonly used type of technology that is being integrated into classroom settings is Web 2.0 tools (technology that helps support active learning and group learning processes) such as VoiceThread, an online social networking application that provides users with a way to converse in an asynchronous environment. The incorporation of technology such as VoiceThread into academic settings can help educators engage learners during classroom activities. Moreover, students are afforded an additional opportunity to interact with their teacher and classmates.

VoiceThread

VoiceThread is a cloud application that may be seamlessly used in classroom settings to provide a variety of learning activities. Educators are able to create engaging lessons in which they upload slides or videos for learners to navigate through and learn new content. This program also accepts digital formats in a wide array of forms such as .wav, .jpg., and .ppt. Through this application, educators and learners are able to provide comments using text, audio, and/or video features. As such, educators may be able to meet the needs of a diverse range of students in their classes during VoiceThread activities because they are able to combine audio and visual components. Essentially, educators are able to create a conversation around the materials that they upload to the system to facilitate a learning context inside or outside of the classroom setting. Educators also have the option to secure all postings to be viewed by designated individuals only or create public threads that are available to anyone. Additionally, unlike with other Web 2.0 tools, users are not required to use an email account to participate. Although VoiceThread is a fairly straightforward system to navigate, educators can initially provide learners simple assignments to help them become comfortable with its applications. For example, educators can provide students with an ice breaker activity (e.g., introductions, post about their favorite things) as a way for them to feel comfortable providing posts in the system.

Educators are also able to use VoiceThread assignments to obtain feedback from their coworkers in order to enhance their professional development skills. Indeed, Jacobs, Ambrose, Clement, and Brown (2006) propose that educators who share video clips have the opportunity to observe other teachers, identify instructional strategies for learners, and provide support to their colleagues. Furthermore, the implementation of VoiceThread can be found in all levels of education (early childhood through higher education) and can be universal in that it can be used in general classroom settings, special education classes, and language learning contexts.

Speaking Activities for English Language Learners

VoiceThread may be particularly useful for English language learners because it provides a forum in which they can listen to their teacher’s prompts, directions, and lectures multiple times before providing a response. For example, a teacher could create a lesson focused on a set of new vocabulary terms and require learners to provide a video or audio recording of their ability to pronounce each term. Not only could the teacher require the learners to repeat each term, but the learners could also create new sentences using each term (which can help to reinforce learning). Each learner could individually provide a recording of the terms and have the opportunity to listen to and practice stating the terms prior to providing his or her recorded response. This can be vital in language learning environments because learners need repeated exposure to new content and need many interactional opportunities.

Due to time constraints and the large number of students who may be enrolled in a language classroom, teachers may not have the opportunity to check each individual student’s level of understanding for each aspect of a lesson. However, through VoiceThread assignments, the teacher can require students to provide a response demonstrating their level of understanding during class time or for homework. Students are also able to record their posts multiple times before they provide their final response. This is an advantage for learners who may be anxious about recording their response because it will be evaluated by their teacher and/or heard by their peers. This will allow learners to practice recording their response several times prior to submitting it for review. The VoiceThread system also provides learners with the capability to listen to their responses before saving and submitting their final response, which is often a rare opportunity in language environments. This may help to decrease students’ levels of anxiety about trying to state their response correctly in front of their classmates.

Because language learning environments can be particularly anxiety provoking for learners, educators can allow students to initially complete oral presentations via VoiceThread. Students can be required to create their own presentations or their teacher can provide questions that the learners will respond to orally. This activity can be particularly beneficial for novice learners due to the fact that the teacher can provide visual cues to assist their language production in the VoiceThread slide. These types of activities are interactive and can help learners develop fluency in their oral language production.

VoiceThread also provides a doodling feature. Through this tool, educators and learners are able to draw and highlight salient features outlined in their post. This tool could be used in an assignment in which learners are required to share their perceptions of a picture. The teacher could upload a picture focused on content being discussed during a class session (e.g., a historical period of time). Learners could record their perception of the picture provided and how it relates to what they learned during class. The learners could highlight, circle, draw any information that helps to illustrate their response.

Doodling may also help language educators determine learners’ levels of understanding of the content as well as their ability to proficiently express themselves in English. The teacher can take detailed notes of each student’s performance to provide feedback on content and speech errors. Therefore, these types of assignments are twofold in that the teacher can determine learners’ content knowledge and levels of language proficiency. Educators are also able to make posts and responses permanent in this system. This gives students the opportunity to review previously taught concepts (e.g., test preparation) and allows educators to observe student progress across an academic year or term. Educators can also leave comments on the VoiceThread link to provide individual or group feedback to learners. Educators can even require that learners listen to all assignment posts (i.e., all students and the teacher) at the completion of a VoiceThread assignment and then complete a follow-up activity to share their learning experiences. This repeated language practice and educator feedback can help boost language learners’ self-confidence, which may result in them participating more in face-to-face class interactions.

Listening Activities for English Language Learners

Educators can also incorporate VoiceThread activities to provide additional opportunities for English language learners to practice their listening skills. For example, a teacher could upload short videos, lectures, or games (e.g., Simon Says) in which the learners are required to complete comprehension activities. Learners could be required to provide a written, audio, or video response demonstrating their understanding of the content provided by the teacher. These types of activities could also provide English language learners with exposure to the English language outside of their classroom environments. This additional support can be vital for learners who have limited contact with English speakers in their home or community settings.

In a 2012 study, Lee found that English language learners who listened to recorded stories on VoiceThread had a more positive perception of the English language. Through this type of activity, the participants believed that listening to stories recorded on VoiceThread helped them with their pronunciation and listening skills. Some participants even stated that they found the stories read on VoiceThread to be more interesting than those read aloud during class. Other researchers have investigated the use of VoiceThread with younger learners (e.g., kindergarteners). Through these studies, researchers have found that these learners enjoy using VoiceThread in activities such as creating a classroom book. The learners were able to draw on each picture as they audio-recorded their assigned section of a story.

Learners can also interact with students across the globe through VoiceThread activities. This could be particularly beneficial for learners who are acquiring English as a foreign language. Educators can collaborate with schools in other countries or regions to provide learners exposure to native-like pronunciation and vocabulary terms and slang that may be regionally specific (e.g., Asian English learners could be exposed to British English, Australian English, and American English). This could also enhance learners’ listening skills because they could hear dialect differences as well (e.g., northern versus southern accents in the United States).

Through VoiceThread activities, educators are also able to incorporate authentic learning materials. For example, educators can upload news articles, magazines, and news clips outlining current events. Indeed, prior research conducted on video extracts and retellings of these events has resulted in language learners’ improvement in fluency, accuracy and marked repertoire (e.g., subordinate clauses; Bygate, 1996). Using real-world activities can also help to engage learners and increase their retention of the content. These types of activities can provide a cultural component to the lesson by helping learners understand current local and world events.

Learners can also learn life skills such as understanding and providing directions. For example, educators can provide a picture of a map and ask students how to arrive at a particular destination. Students could then be required to provide a VoiceThread response outlining the quickest or most direct route to the designated address. Another activity could require students to create a VoiceThread providing an overview, pictures, or artifacts of their native countries. This type of assignment could provide English language learners with the opportunity to share about their native countries with their classmates, which would help to add a cultural component to a lesson.

Implications for Teaching and Learning

The use of Web 2.0 tools such as VoiceThread allows educators to more effortlessly create visual media presentations for learners. Applications such as VoiceThread make it simple for educators to create a venue to generate, share, and assess students’ learning. Learners may also find these types of assignments more engaging than traditional classroom lectures. Through VoiceThread activities, students are able to practice their language in a nonthreatening environment prior to providing a “public” response to the assignment link. Moreover, learners are able to share their work and reflect on it prior to making it accessible to their teacher and peers. They are also able to comment on their classmates’ work and receive feedback from a variety of resources (e.g., teachers, classmates, administrators). Additionally, language learners have the opportunity to practice their language skills outside of the classroom setting. The use of these types of activities can also motivate learners and help to demonstrate progress of language acquisition. For instance, learners can create a portfolio of their work to construct an annotated presentation that includes artifacts (e.g., prior assignments, photos) with text and audio descriptions. This type of activity can help educators view learners’ progress over a specified period of time as well as demonstrate to learners their progress in their language learning initiatives.

Conclusion

As the world becomes more technology driven, it may be more important than ever to incorporate technological tools into classroom settings to engage and motivate learners. These types of tools can help to capture learners’ attention and provide them with an interactive, creative way to interact with content. Educators can easily incorporate in-class and out-of-class activities through web tools such as VoiceThread to give learners a multitude of assignments to enhance their learning outcomes to promote academic success. This is particularly important in K–12 language environments where learners often struggle to learn grade-level content and language skills.

VoiceThread activities can help English language learners become more proficient in all four language skills (i.e., speaking, listening, reading, and writing). Particularly because learners may need to read resources (e.g., PowerPoint slides), listen to their teacher and/or classmates, and provide a verbal and/or written response to the assignment prompt to complete those types of assignments. Moreover, language learners can be exposed to language in a nonthreatening environment. They can have opportunities to interact individually, which may be difficult in whole-class environments. Learners are able to hear their teacher and classmates discuss content and/or vocabulary as well as listen to authentic language materials such as television shows and news clips. The assignments that can be developed with this technology are endless, which can help to maintain learners’ interests. If learners are motivated to learn, their English skills may develop rapidly because they perceive their assignments as “fun” and not anxiety provoking and/or tedious.

References

Augustsson, G. (2010). Web 2.0, pedagogical support for reflexive and emotional social interaction among Swedish students. Internet and Higher Education, 13, 197–205.

Bygate, M. (1996). Effects of task repetition: Appraising the developing language of learners. In J. Willis & M. Willis (Eds.), Challenge and change in language teaching (pp. 136–146). Oxford, England: Heinemann.

Davis, M. (2010). Social networking goes to school. Education Digest, 76(3), 14–19.

Jacobs, V., Ambrose, R., Clement, L., & Brown, D. (2006). Using teacher produced videotapes of student interviews as discussion catalysts. Teaching Children Mathematics, 2(6). Retrieved from http://www.nctm.org/publications/toc.aspx?jrnl=tcm

Lee, S. (2012). Storytelling supported by technology: An alternative for EFL children with learning difficulties. Turkish Online Journal of Educational Technology, 11, 297–307.