Voces y Silencios. Revista Latinoamericana de Educación

Voces silec. rev. latinoam. educ. | eISSN 2215-8421

An Attempt to Foster and Enhance Students’ Speaking Skills by Using VoiceThread Videos within a Flipped Lesson Plan

No. 2 (2020-08-01)
  • Luisa Josefa Corsi García
    1Universidad de los Andes, Bogotá, Colombia (luisacorsidesalgar@gmail.com)
https://doi.org/10.18175/VyS11.2.2020.10

Abstract

My testimony presents a description of an in-class flip lesson plan that uses VoiceThread videos, and which was applied in two different courses of the Academic English Program at the University of Los Andes. First, I provide a general overview of the teaching context. Next, I describe the pre- and in-class activities. Then I present my insights and perceptions about the teaching interaction dynamics and learning culture, which shifted from teacher-centered to student-centered and thus generated a radical change in my students’ attitude and behavior. Subsequently, I explain some aspects to be considered for future practices. Finally, I provide an overall conclusion.

Keywords: flipped approach, VoiceThread multimedia tool, active-collaborative learning, classroom environment, professional educator

References

Corsi García, L. J. (2017). Diarios escritos y virtuales de diálogo-reflexión: una herramienta poderosa para el fomento del aprendizaje y la construcción del conocimiento entre estudiantes y profesores. Voces y Silencios: Revista Latinoamericana de Educación, 8 (1), 144–172. https://revistas.uniandes.edu.co/doi/pdf/10.18175/vys8.1.2017.09

Dweck, C. S. (2006). Mindset. The New Psychology of Success. New York: Ballantine Books.

Flipped Learning Network. (2014). Definition of Flipped Learninghttps://flippedlearning.org/definition-offlipped-learning/

Gilliland, B. (2020, January 16). Developing Reflective Writing with L2 Learners [Blog]. Tesol International Association. http://blog.tesol.org/developing-reflective-writing-with-l2-learners/

Heather, R. (1991). Bridge to College Success: Intensive Academic Preparation for Advanced Students. Boston: Heinle & Heinle Publ. Inc.

Kingsley, T. (2015). VoiceThread for HOTS: Using Technology to Analyze, Evaluate, and Create. Indiana Reading Journal, 44, 36-45.

Mango, O. (2016). The Effects of Using VoiceThread on Students’ Listening Comprehension and Attitudes Toward Using VoiceThread. Journal of the National Council of Less Commonly Taught Languages, 21, 37–58. 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

Mehring, J., Leis, A., Ramirez, M., Brown, A. F., Yeo, M., Graney, J. M., … Han, Y. J. (2018). Innovations in Flipping the Language Classroom. Theories and Practices (Springer Nature Singapore Pte Ltd.). https://doi.org/10.1007/978-981-10-6968-0

Negash, S., & Powell, T. (2015, May 28). Increasing Student Engagement and Assessing the Value of an Online Collaboration Tool: The case of VoiceThread. The Journal of Interactive Technology and Pedagogy. https://jitp.commons.gc.cuny.edu/increasing-student-engagement-and-assessing-the-value-of-an-onlie-collaboration-tool-the-case-of-voicethread/

Samperio, N. (2018). An Experience in the Teaching of Language Learning Strategies. Voces y Silencios: Revista Latinoamericana de Educación, 9 (2), 165-177. https://revistas.uniandes.edu.co/doi/pdf/10.18175/vys9.2.2018.10

Saputra, K. (2016). Synchronizing Web 2.0 Technologies to Improve Formative Feedback by Using VoiceThread. Proceedings of the iTELL 2016 Conference, “Technology Enhanced Language Learning Teaching and Researching.”

Talbert, R., & Bergmann, J. (2017). Flipped Learning. A Guide for Higher Education Faculty (First Edition). Sterling, VA: Stylus Publishing, LLC.