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The role of digital voice recorders in promoting autonomy in beginner ESOL learners

Principal focus of the project

To provide ESOL students with a reflective and iterative process where they can compare earlier and later versions of their performance at a given task in order to give them a degree of control over their learning while also showing their progress to promote self-reflection and self-assessment.

What is this about and what were the main findings?

This report looked into the extent which a simple device could enhance learners' learning experiences, to what extent it lead to improved language performance, and to what extent beginning learners of English are capable of scaffolding each other. The study found limited use of this strategy for learners at Entry 1 level of English, but a more robust response from Entry 2 level learners, suggesting a sufficient minimum ability in English was required to achieve the full effects sought by the study.

Resource form
Number of participants who worked with the project
21-50
Learners
1
Organisations
2-5
Staff
Name(s) of authors

Marcin Lewandowski - Learning and Skills Improvement Service (LSIS)

Name of associate programmes

IfL Research Development Fellowship Scheme

Summary

A report into the use of digital voice recorders to facilitate metatalk about ESOL learners and learner knowledge by iteratively recording and reflecting on performances on various tasks.

Resource Type: Report
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