Help your EFL-ESL learners improve their pronunciation and accent with Vocaroo
Vocaroo is a free service that allows users to create audio recordings without the need to install any software. You don't even have to create an account to use Vocaroo. All you need to provide is a microphone
Vocaroo is a particularly useful tool especially for educators that teach teach foreign languages. It is available at no cost and allows the voice of the user to be recorded, allowing him to download the soundtrack to his computer, send it as an e-mail or share it directly on a social network (Charles & Dickens, 2012).
Its possible uses in the learning process are many, ranging from creating Podcasts, transmitting messages between students and teachers, reading short stories, and providing feedback to third parties (Charles & Dickens, 2012; TeachersFirst, n.d.).
Depending on the activity that will be requested by the student, the tool can function as either constructivist or behavioral, but the widest range of exploitable activities can be found under the "behaviourism umbrella"
Several studies have shown that using Vocaroo as a means of enhancing students' oral speech has ultimately led not only to the improvement of this but to the general perception and expressiveness of its users (Kim, 2014). Students' language skills also improve as pupils can repeat the activity as they wish and as many times as they want, while promoting self-assessment building on new knowledge, giving them learning autonomy (Kim, 2014; Budaghyan, 2015).
One of the great advantages of Vocaroo is its ease of use as it does not even need to create an account to use the service, making it extremely easy to be used even by the most inexperienced person(Charles & Dickens, 2012; TeachersFirst, n.d.).
Use Vocaroo at https://vocaroo.com/
Budaghyan, S. (2015). Technology Teacher Training in a Remote Region of Armenia. Procedure - Social and Behavioral Sciences, 197 (7th World Conference on Educational Sciences), 197-200. doi: 10.1016 / j.sbspro.2015.07.12
Charles, K.J., & Dickens, V. (2012). Closing the Communication Gap. Teaching Exceptional Children, 45 (2), 24-32.
Kim, S. H. (2014). Developing autonomous learning for oral proficiency using digital storytelling. Language Learning & Technology 18 (2), 20-35. Retrieved from http://llt.msu.edu/issues/june2014/action1.pdf
TeachersFirst. (n.d.) Vocaroo. Retrieved Oct 15, 2017 by https://teachersfirst.com/single.cfm?id=9921
Games in education are the teacher’s weapon to try and involve students in activities that combine the element of fun and learning with a meaning. Mobile devices have reshaped the way of teaching and have created new opportunities towards this approach.
This article will present one of the most useful tools, Kahoot! which combines beautiful graphical representations and sounds, turns the classroom into a playroom, with the teacher being the "show" coordinator and the students to be the contestants (Fotaris, Mastoras, Leinfellner & Rosunally, 2016). Students are asked to give the appropriate answer to the current question they are dealing with using their mobile devices and according to their responses they earn points that rank them in a rating scale (Wang, 2015).
A Kahoot! is a collection of questions on specific topics. Create a fun learning game in minutes – called ‘kahoot’. The format and number of questions are entirely up to you. Add videos, images and diagrams to your questions to amplify engagement and make learning so fun that your students will literals beg to be assessed
The benefits that Kahoot offers! in the learning process are many, but in summary, one could claim that it transforms the learning process into a more efficient and productive one (Katyshev, n.d.). The ease with which students receive feedback individually on their devices promotes self-evaluation, while the teacher's report on the distribution of student responses gives him the opportunity to identify potential gaps, make further analysis as well as explanation of the right choices (Katyshev, nd; Wang, 2015; Dellos, 2015; Fotaris, Mastoras, Leinfellner & Rosunally, 2016). Besides, as Dellos (2015) points out, creating the conditions for a comfortable environment for feedback in their responses without the stress of evaluation is critical to assimilation of knowledge. The user-friendly interface is also enhanced by the fact that there is no need to download a separate application, although there is such a possibility, since the game can be played through any web browser (Katyshev, n.d.). Even the existence of the scoring system exploits the innate tendency of man to compete, effectively giving players an incentive to improve the position on the ranking board (Katyshev, Wang, 2015; Fotaris, Mastoras, Leinfellner & Rosunally, 2016)
Being a system of responding to student choices in a pre-created game of questions by Professor (Dellos, 2015) and according to the foregoing, it is concluded that this application is largely a behavioral tool in which the right options have been set beforehand and students are asked to identify them, ultimately leading to the reward of this desirable option. Of course, if used in ways other than the above, it has the potential to become a tool of social constructivism
If used properly, It has the potential to create a social, fun and game-like learning environment.
Visit http://create.kahoot.it to make your own quizzes using Kahoot! or discover Kahoots! made by others
Dellos, R. (2015). Kahoot! A digital game resource for learning. International Journal of Instructional Technology and Distance Learning, 12 (4), 49-52.
Fotaris P, Mastoras T, Leinfellner R and Rosenally Y (2016). Climbing Up the Leaderboard: An Empirical Study of Applying Gaming Techniques to a Computer Programming Class. The Electronic Journal of e-Learning Volume 14 (2), 94-110.
Katyshev, V. (2005). Effective Educational Use of Kahoot. Retrieved October 13, 2017, from https://meantechtools.wikispaces.com/file/view/Kahoot%20description%20of%20use%20new.pdf/541271970/Kahoot%20description%20of%20use%20new.pdf
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217-227.
This War of Mine is an electronic video game developed by the 11 bit studios. The game’s background is inspired by the Yugoslav civil war and the siege of Sarajevo, which lasted four years in which approximately 5,000 mainly civilian civilians were killed (Kirkpatrick & Schiltz, 2016).
What makes it special is that, unlike the other games that put the user in the position of warrior, this game puts him in the position of a citizen and the way he experiences a warring conflict having survival as his main concern (Noack, 2014). The player is called upon to manage the survival of a group of citizens through organizing the distribution of available resources such as fuel, food, water and medicine in particularly difficult situations that affect the mood and vitality of each member until a ceasefire is declared.
The interaction required by the player does not stop only in pure survival and in finding resources, as he is asked to explore his / her own moral framework, being in charge of decisions and moves that affect the psychological situation and consequently the needs of the group handled. For example, he may decide to rob a couple of elderly people to save a member of his own team, but some of its members are so negatively affected by this choice to the point that the group can not function properly, leading some of up to suicide. The player is asked to walk in a stretched rope of balance and survival, experiencing horror, despair and the needs of people in war conditions.
Pedagogical background of the game:
the player is called upon to develop his / her ability to make decisions in the light of the ethical issues that arise. It creates practices interacting with the environment of the game and learns through its own actions by remodeling its choices according to the mistakes it makes (Auberger, n.d.). This War of Mine promotes reflection through the impact of achieving the goal of surviving, creating a sense of despair as the player's choices don’t affect the outcome of the war, as he is only tasked with the wellbeing of his team, a feeling experienced by any civilian who finds himself in the midst of a war (Toma, 2015). No matter what he does, people will lose their lives, and he is called upon to explore the point where the need for survival overlaps his moral and psyche.
The game is available for personal Computers, IOS and Android devices.
Auberger. (n.d.) This War of Mine. Retrieved November 7, 2017, by http://www.playful-pedagogy.org/this-war-of-mine.html
Kirkpatrick, J. & amp; Schiltz, S. (2016). Review - this War of Mine. Retrieved November 7, 2017, by http://www.e-ir.info/2016/02/07/review-this-war-of-mine/
Noack, R. (2014) This war video game is not about the shooters. It's about the victims.Washington Post. November 21.
Toma, E. (2015) Self-reflection and morality in critical games. Who is to be blamed for war? Journal of Comparative Research in Anthropology and Sociology. 6 (1), 209-224.