A Journey Through Online
Language Learning
Activities > Speaking
Things to consider
The language skill of speaking can be effectively practised online, even though the web may not seem an obvious environment for the purpose. Speaking can be a component of a comprehensive language course, as in Lagelands and Hogelands, or a specific-skills course, as in Developing Listening and Speaking Skills in Polish.
Speaking exercises, either tutor-supported or self-correcting, focus on students’ need to communicate in real-life situations, including establishing and maintaining social relationships, sharing and passing information, and/or performing transactions of some kind, as well as expressing opinions (example from Lagelands).
Asking and answering questions related to the previously-heard authentic text are practised in Developing and Speaking Skills in Polish (example). Students are required to record answers to the questions about the text in one exercise, while in another they have to record the questions which match given answers. They can listen to their own recordings and check for correctness by accessing suggested “models”.
Role-plays (example from Polish course) and discussions are the most common types of speaking activities. Students are assigned roles and put into situations they may eventually encounter in real life. In Developing and Speaking Skills in Polish, students take the roles of each interlocutor (e.g. student and supervisor) in turn, and record their parts, which can be checked against the “model’ exchanges.
In Hogelands students are asked to have a discussion on a particular topic, such as the future of the Dutch multicultural society, via Skype, record the session, and email it to the tutor. Sessions generally last between 10 and 30 minutes and take place on a weekly basis. Topics are related to those covered by texts and audio materials. Students get feedback from the tutor via Skype in individual sessions, which gives them another opportunity to practise speaking.
Speaking activities can also be part of multiple-skills activities, such as writing-and–speaking. For example, a student has a discussion with a peer via chat or web call, or in a classroom, prior to writing a summary of the discussion or interviewing a fellow student for a research project, before writing a report (see Hogelands).
- What type of course do you want to offer? Will the activities be part of a comprehensive language course, or will they be offered as a specific-skills course, developing some skills where the speaking is central to the activity?
-What will the mode of delivery be? Will the activities be part of a blended learning context or wholly online?
- Will the exercises be self-correcting, or tutor-supported? If self-correcting, ensure the feedback is adequate (e.g. “model” answers are provided). If tutor-supported, how much support can you/are willing to offer as a tutor? Be aware you may be bombarded with questions, so make sure you design a protocol and make students work together rather than always going through you.
- What are the learning outcomes of the activity? What do you do you want the students to practise? What do you want them to take away?
- Will the activities be assessed? How do you want to assess them?
- Do you have adequate technical know-how to develop the activities? The speaking exercises can be created using the SANAKO Media Assistant Lite digital recorder or Audacity freeware. If not, will you have the right level of technical support?
- If students need to record themselves, they need to have access to recording software or devices (such as mobile phone or MP3 recorder) and the know-how to work them.
Examples:
- Developing Listening and Speaking Skills in Polish
- Hogelands
- Lagelands
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