in JNCOLCTL VOLUME 21 SPRING 2016, ORAIB MANGO, WORLD LANGUAGES AND LITERATURES CALIFORNIA STATE UNIVERSITY, SAN BERNARDINO.

Abstract

The current study investigated the effects of the use of VoiceThread (VT) on the listening comprehension and attitudes of college students of Arabic as a foreign language. Thirty-five students in two 10-week classes of beginning Arabic participated in this study. The instruction in both classes was the same except that, for one group, the instruction was supplemented by the use of VT to enhance listening and speaking skills during the 10 weeks. Upon completion of the class, students using VT showed superior listening skills. Moreover, an Attitude and Engagement survey showed that the students enjoyed using VT and viewed it as a valuable tool that enhanced their language learning.

Retrieved from: http://www.ncolctl.org/files/Jncolctl-vol-21/The%20Effects%20of%20using%20VoiceThread%20on%20Students%E2%80%99%20Listening%20Comprehension%20and%20Attitudes%20Toward%20using%20VoiceThread.pdf


in THE JOURNAL OF TEACHER ACTION RESEARCH, VOLUME 3, ISSUE 1, 2016, BEATRIZ G. GLICK
PENNSYLVANIA STATE UNIVERSITY-HAZELTON

Abstract

The purpose of this action research was to assess the pedagogical value of the software program VoiceThread (VT) as compared to classroom discussions in developing and enhancing student production of the Present Subjunctive at the Intermediate level of Spanish language courses.

Retrieved from: http://www.practicalteacherresearch.com/uploads/5/6/2/4/56249715/beatriz_glick.pdf



in IN M. KOEHLER & P. MISHRA (EDS.), PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2011 (PP. 3123-3127) (2011)

Abstract

The purpose of this workshop is to help K-12 teachers to understand some useful techniques in using the VoiceThread web 2.0 in and out of the classroom. It is also designed to give K-12 teachers good skills that will allow them to use the VoiceThread confidently with their students. In addition, teachers will be able to practice, negotiate with others, and end up with good activities that enable them to have full understanding of this application and how it can be used as a powerful and motivating tool to help students in the learning process. Although the main focus of this workshop is on teaching English as a second language (ESL), all teachers can benefit from attending this workshop and then apply it to their specific classes.

Retrieved from: http://www.editlib.org/p/36796


in IN I. GIBSON ET AL. (EDS.), PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2009. (PP. 3247-3250) CHESAPEAKE, VA: AACE (2009)

Abstract

Today’s classrooms are definitely changing. While in the past, additional language teachers might have only had target-language newspapers and periodicals at their disposal to create an authentic L2 language learning environment for their students, today’s technological tools erase the barriers that once separated L1 and L2 learners and their environments. With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.

Retrieved from: http://www.editlib.org/p/31146


in IN D. GIBSON & B. DODGE (EDS.), PROCEEDINGS OF SOCIETY FOR INFORMATION TECHNOLOGY & TEACHER EDUCATION INTERNATIONAL CONFERENCE 2010 (PP. 3152-3155). CHESAPEAKE, VA: AACE. (2010)

Abstract

During this session, we will: 1) discuss the emergence of new literacies, especially digital storytelling, in the teaching and learning of English Language Learners (ELLs); 2) engage participants in an interactive discussion concerning the implications of the various new literacies for pedagogical practice; 3) demonstrate the power of digital storytelling in promoting the learning of ELLs by showing on a laptop a digital story produced by one of our students; 4) share the process of creating personal stories using a storyboard technique as a learning and teaching tool; and 5) invite participants to share their experience of creating a personal story as a way to explore how they would translate this written story into a digital form. Through these activities, we hope that participants will be motivated to explore other pedagogical possibilities for helping ELLs acquire new literacies and literate skills, thereby broadening these students’ educational experience.

Retrieved from: http://www.editlib.org/p/33854