Audio Diaries for improved spoken proficiency Anthony Schmidt University of Tennessee, Knoxville

Audio Diaries Outline Problem Background Research Audio Diaries Examples Adaptations Summary

Fluency and Accuracy

Fluency is easier to acquire than accuracy Fluency is likely learned incidentally through regular speaking activities We might be focusing too much on fluency

Li, S. (2010). The Effectiveness of Corrective Feedback in SLA: A Meta‐Analysis. Language Learning, 60(2), Lyster, R. (2013). Roles for Corrective Feedback in Second Language Instruction. The Encyclopedia of Applied Linguistics. Lyster, R., & Ranta, L. (1997). Corrective feedback and learner uptake. Studies in second language acquisition, 19(01), Lyster, R., & Saito, K. (2010). Oral feedback in classroom SLA. Studies in Second Language Acquisition, 32(02), Lyster, R., Saito, K., & Sato, M. (2013). Oral corrective feedback in second language classrooms. Language Teaching, 46(01), Sheen, Y. (2010). Differential effects of oral and written corrective feedback in the ESL classroom. Studies in Second Language Acquisition, 32(02), Yang, Y., & Lyster, R. (2010). Effects of form-focused practice and feedback on Chinese EFL learners’acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(02), Effective Feedback Strategies “I go to the movies last week.” PROMPTS Repetition – “You go to the movies?” Clarification – “Pardon?” Elicitation – “Go to the movies? Last week you…” Metalinguistic – “Use the past tense” REFORMULATIONS Explicit – “You should say ‘went to the movies.’” Recasts – “You went to the movies?”

Effective Feedback Strategies Immediate (face to face) Peer feedback Computer feedback Delayed feedback (Quinn, 2014)

Gu, S. & Reynolds, E.D. (2013). Imagining extensive speaking for Korean EFL. Modern English Education 14(4) Korean university students Extensive Speaking group: 1-3 minute daily recorded monologues every school day for 6 weeks No linguistic feedback given Control: no monologues Recordings were analyzed for proficiency based on OPI rubric Results: Extensive speaking group’s OPI scores had significant increases compared to control

Audio Diaries 1.Record 2.Feedback 3.Re-record Extensive speaking, meaningful speaking, low affective filter Individual feedback, delayed corrective feedback, noticing, metacognitive awareness Targeted practice, “forced” uptake

Audio Diaries Positive student reactions Student awareness of personal language weaknesses Teacher awareness of common persistent problems Student improvement

Mini Experiment Transcribed and analyzed initial and final recordings Grammar, lexis, pronunciation, complexity Slight improvement in all areas Audio Diaries

1.Set topic on (Monday) (Related to unit) (Use vocabulary) File name: “Audio Diary 1.1”

2. Feedback (Tue-Thur) Grammar Lexis Pronunciation Other.com

Access student playlists

Access student recordings

Listen to track and give feedback

3.Re-recording (Fri) Read feedback Practice Rerecord and upload Name: “Audio Diary 1.2”

Audio Diaries Adaptation 1.Weekly, semi-weekly, daily 2.Any length of time 3.Free topic, unit topic, discussion extension 4.Grammar, lexis, pronunciation goals 5.Natural speech, reading aloud, presentations 6.Self-assessment

Audio Diaries Assessment 1.Completion 2.Effort 3.Proficiency 4.Improvement

Audio Diaries Summary Accuracy vs. Fluency Corrective Feedback Individual Feedback Extensive Speaking Record, feedback, rerecord

Audio Diaries