Educators and Administrators contact us frequently for scholarly articles and studies that can be referenced in applications for educational grants or federal funding for VoiceThread. Here we endeavor to compile a list of these sources for research relevant to VoiceThread in Language Learning.
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** Akasha, O. (2011). Voicethread as a Good Tool to Motivate ELLs and Much More. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3123-3127). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/36796.
Abstract: The purpose of this workshop is to help K-12 teachers to understand some useful techniques in using the VoiceThread web 2.0 in and out of the classroom. It is also designed to give K-12 teachers good skills that will allow them to use the VoiceThread confidently with their students. In addition, teachers will be able to practice, negotiate with others, and end up with good activities that enable them to have full understanding of this application and how it can be used as a powerful and motivating tool to help students in the learning process. Although the main focus of this workshop is on teaching English as a second language (ESL), all teachers can benefit from attending this workshop and then apply it to their specific classes.
** Bush, L. Viva VoiceThread: Integrating a Web 2.0 Tool in the Additional Language Classroom. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009. (pp. 3247-3250). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/31146
Abstract: Today's classrooms are definitely changing. While in the past, additional language teachers might have only had target-language newspapers and periodicals at their disposal to create an authentic L2 language learning environment for their students, today's technological tools erase the barriers that once separated L1 and L2 learners and their environments. With the advent of Web 2.0 tools, additional language educators can extend their classrooms beyond the traditional brick-and-mortar walls to communicate with the world. One of the best ways to do so is to introduce VoiceThread into language lessons. In doing so, students can create conversations that extend across the classroom or across the globe.
** Chen, J. & Yildiz, M. (2010). Preparing English Language Learners for Academic Success in the 21st Century: Teaching Multiple Literacies. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3152-3155). Chesapeake, VA: AACE. Retrieved December 30, 2013 from http://www.editlib.org/p/33854.
Abstract: During this session, we will: 1) discuss the emergence of new literacies, especially digital storytelling, in the teaching and learning of English Language Learners (ELLs); 2) engage participants in an interactive discussion concerning the implications of the various new literacies for pedagogical practice; 3) demonstrate the power of digital storytelling in promoting the learning of ELLs by showing on a laptop a digital story produced by one of our students; 4) share the process of creating personal stories using a storyboard technique as a learning and teaching tool; and 5) invite participants to share their experience of creating a personal story as a way to explore how they would translate this written story into a digital form. Through these activities, we hope that participants will be motivated to explore other pedagogical possibilities for helping ELLs acquire new literacies and literate skills, thereby broadening these students' educational experience.
Herlihy, D. & Pottage, Z. (2013). Formative assessment in a Web 2.0 environment: Impact on motivation and outcomes. Cambridge Research Notes 53, 9-17. Retrieved 12/10/2013 from http://www.cambridgeenglish.org/images/142798-research-notes-53-document.pdf
Abstract: The purpose of this action research project was to investigate the use of a Web 2.0 tool as a means of formative speaking assessment of students studying English for Academic Purposes (EAP) at Swinburne University English Language Centre in Melbourne. The particular tool we chose, VoiceThread, is an online space where students can listen to audio and video posts and respond via voice or text. A secondary aim was to develop a system of feedback that enhanced the learner experience in terms of developing learner motivation and improving learner engagement in the course. By using VoiceThread we attempted to create a space for authentic communication where both teachers and students could have access to recordings of students' voices. We used those recordings to inform our practice in the classroom and students used them to direct their self-study efforts. Follow this link to see a presentation on our research: https://VoiceThread.com/share/3331106/
** Pallos, H. & Pallos, L. (2011). Evaluation of Voicethread© technology to improve Japanese graduate students presentation skills in English in a blended learning environment. In S. Barton et al. (Eds.), Proceedings of Global Learn 2011 (p. 1078). AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/37302.
Abstract: Graduate students are required to present at international conferences where English is the lingua franca. However, Japanese graduate students often lack the confidence and are reluctant to give oral presentations about a pharmaceutical topic in English. In our paper, we detail how VoiceThread©, an easy to use web hosted technology for creating narrated collaborative slideshows, was successfully adapted to create a simulated conference environment for graduate students to improve their presentation skills. VoiceThread© was adapted to engage students in their fellow students' work, stimulate discussion, give feedback, and encourage collaborative learning. Students' presentation skills were assessed twice during the course in addition to the evaluation of the blended learning environment. Based on the survey results, the authors encourage educators to use VoiceThread© for collaborative work and improving students' presentation skills in a blended language teaching environment.
Segura Antony, J. (2014).. Using VoiceThread as a strategy for students to develop oral production through a collaborative task.. Retrieved 06/23/2014 from http://www.academia.edu/7385109/Using_VoiceThread_as_a_strategy_for_students_to_develop_oral_production_through_a_collaborative_task
Abstract:The use of the Information and Communication Technology (ICT) in education, especially those tools provided by the web 2.0, demands the development of different competences from students and teachers as well. Having this in mind, in my English classes I have been using different virtual tools so that students work cooperatively and actively in their learning process, and develop their competences in using the Web 2.0 in order to have a variety of possibilities to practice English.
** Smith, J. & Dobson, E. (2009). Beyond the Book: Using VoiceThread in Language Arts Instruction. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009. (pp. 712-715). Chesapeake, VA: AACE. Retrieved 12/30/2013 from http://www.editlib.org/p/32538.
Abstract: New information and communications technologies (ICT) are redefining the concept of literacy. Language arts educators have the responsibility to integrate new literacies into their instruction. VoiceThread is a web-based, collaborative, multimedia presentation tool that teachers can use with their students to improve reading, writing, speaking, and listening skills. This paper is a description of collaboration between a university faculty member in elementary education and an instructional technology consultant to incorporate ICT within a required graduate language arts methods class utilizing VoiceThread. A follow-up research study is in progress to determine 1)whether Web 2.0 tools, such as VoiceThread, effectively impact student literacy development 2)if teachers feel adequately prepared to implement 21st century skills in language arts instruction, and 3)barriers that exist for teachers in using Web 2.0 tools in promoting literacy.
** Sun, Y., Yu, J. & Gao, F. (2013). Shared Video Media: A New Environment to Support Peer Feedback in Second Language Learning.. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2013. (pp. 1746-1751). Chesapeake, VA: AACE. Retrieved 12/27/2013 from http://www.editlib.org/p/48359.
Abstract: The study explores how a shared video media, VoiceThread, supports an online environment for peer feedback in second language speaking. Fifty eight undergraduate students who enrolled in an intermediate Chinese language course participate in the study. During the study, the participants are asked to complete four speaking projects and provide feedback on their peer's performance in the projects using VoiceThread. Two surveys are conducted to understand participants' learning experience in the VoiceThread environment. The findings suggest that participants of this study perceive the activities in VoiceThread as beneficial to improve their oral Chinese proficiency. The process of assessing other's work and providing feedback to others is helpful for them to recognize the limitations in their own performances.
Theses and Dissertations
** Blomberg, G.M. (2013). Vocabulary discourse: Developing meaning through "VoiceThread" publication (Doctoral dissertation). Available from ETD Collection for Fordham University (Paper AAI3560808).
Abstract: This qualitative study investigated how third-grade students from low-income families talked about target vocabulary words when asked to create a VoiceThread publication. VoiceThread is a web-based publication tool that allows students to post pictures and attach voice-recordings to each picture. There were three student participants in my study. Data in the present study were triangulated through the use of: (a) videotaped observations/ transcriptions, (b) researcher field notes, (c) review of complete VoiceThread publications, and (d) pretest and posttest results. The data revealed the complexities of the connections, identities, and relationships of the participant group and how they related to vocabulary acquisition. The data also revealed an evolution of incremental understandings of target vocabulary words. Participants also demonstrated improvement as to their understandings of interrelatedness and multidimensionality of words. The participating students relied greatly on selected images during their discourse and VoiceThread recording, but did not often reference the selected pictures during individual posttests. The findings of my study indicated that VoiceThread is a successful medium for inspiring talk about vocabulary words in order to develop incremental understandings of target vocabulary words. The findings of this study also indicated that singular image selections may serve to limit talk about target vocabulary words.
Lopez, O., Ph.D. (2006). Lighting the Flame of Learning for English Language Learners Through the Use of Interactive Whiteboard Technology (White Paper). Retrieved 12/30/2013 from http://extranet.mypromethean.com/us/upload/pdf/ELL_WhitePaper.pdf.
Abstract: This paper describes the value of an interactive white board (IWB) for meeting the goals set forth by The National Research Council (2000). VoiceThread meets these goals in the same way, yet goes beyond the IWB by allowing for more media-types, freedom for peer feedback, as well as for trial-and-error presenting, and more.