This post will consider the use of blogs and audio files as a language learning tool. Research conducted by Hsu, Wang and Comac in 2008 indicated that this represented an effective tool for supporting learning beyond the classroom,
Blogs are easy to set up and use (this one took 30 seconds via a google account.) Blogger.com allows the user to upload both audio and video files in addition to written posts, thereby allowing a focus on either written work and oral/aural skills.
I looked at various audio tools, and found audioboo http://audioboo.fm/about/audioboo to be user friendly, with the added advantage of being free. It is also not dependant on ownership of a mobile device or even downloading of the program. Audio files can be recorded on the site and then posted to blogs, in contrast to a number of similar tools.
In terms of the affordances offered for autonomous language learning, a blog will keep a chronologically ordered record of posts, which can be marked, assessed, monitored, reviewed or commented upon by either peers or teachers, as needed, in both audio and written forms. Hsu, Wang and Comac (2008) contrast the use of audio blogs as a feedback delivery system with both delayed and immediate classroom feedback on oral performance and highlight some of the potential problems with assessing these in the classroom environment, including requiring learners to recall an exchange in order for feedback to have value in the case of delayed feedback. Similarly, interrupting oral practice by providing immediate feedback could be both off-putting and intimidating. It appears that this tool has the potential to provide an effect method of providing feedback to learners by allowing them to consider it whilst retaining access to the audio in question for reference. In addition, the simplicity of the tools in question allow learners to focus on the tasks rather than on the technological vehicle used to accomplish them. As discussed by Hsu et al (p184), this is likely to reduce cognitive load and aid learning. The ordered and readily accessible record of work and feedback also encourages reflection in learners, consolidating improvements and understanding.
The majority of learners in my context (United Arab Emirates) have mobile internet devices, and all possess the skills needed to set up blogger accounts. The vast majority are under 30, and are very familiar with technology. For the few older students, who might not be so familiar with technology, the speed with which accounts can be created affords the opportunity of this being done as part of a pre use class activity. Many of the students in my context have to travel fairly frequently, and miss a number of classes in any given course. By using this technology they would be able to continue to take part in tasks set by the teacher and connect to peers wherever they might be in the world.
Considering theory, the tool does seem to align to constructivist principles; with potential for collaboration with peers, use of authentic tasks via uploaded oral tests and activities, scope for reflection, active participation in the learning process and a degree of autonomy. In terms of promoting autonomy in learners, the uses of the technology discussed above do not really exploit this. Tasks set by the teacher and completed by students outside the classroom, as either assignments or homework are not so much learners taking responsibility for their own learning as being required to take part as an extension of in-class activities. It does however involve the learner making decisions about the extent of their reflection, and the amount of interaction with peers and tutor. The direction of study however is determined extrinsically, by the teacher setting tasks.
There is little research on the effectiveness of blogs and the use of posted audio to either support or reject the tool as an effective language learning tool. The research conducted by Hsu et al does indicate that both students and teachers generally felt positive about them however, and there is some evidence that the tools did impact positively on learning.
Hui-Yin Hsu H.Y., Wang S.K., & Comac, L. Audioblogs to assist English-language learning: an investigation into student perception Computer Assisted Language Learning Vol. 21, No. 2, April 2008, 181–198
