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We speculated that it might be worth trying to engage these students with "their technology," and in this paper we explore if and how Web 2.0 technologies can support student journal writing behaviours in outdoor education.

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.

This review takes a look at current digital storytelling protocols and strategies currently displayed through VoiceThread creations, as well as detailed strategies conducive for a powerful digital storytelling tool such as VoiceThread.

This article documents the curricular decisions made by a teacher educator research team whose guiding theoretical focus for intern practice is dialogic instruction. Over a 2-year sequence, teaching interns used video and Web 2.0 technologies to respond critically to and revise their teaching practices in collaboration with peers and instructors.

assessed

describe the project

engaged very easily and they enjoy listening to each other’s presentations

overcome their anxiety by being able to prepare an audio file on their own

  Assign each student a topic

Hand out a task to each of the students

Tell students the deadline

Share the assessment criteria

listen to them and mark them according to the assessmen

 Prepare a handout for students with a list of questions

let them listen to all students' recordings and ask them to answer the questions in the handout

will help students who feel anxious in public to relax and it will also create an atmosphere of concentration which is key to effective listening

It was hypothesised that, in comparison to synchronous conversations, more accurate output would be generated in semi-synchronous dialogues, as this would allow students with a little more time to organise their output while waiting for their partner’s responses. Furthermore, we hoped that semi-synchronous interaction would function as scaffolding for synchronous conversation, as most of the participants had not yet achieved an advanced level of speaking proficiency in their target languages.

facilitated the development of their speaking proficiency.

more feedback and more accurate output emerged,

check their WeChat messages at least once a day and reply as soon as possible; • learn to be a helpful tutor and provide as much feedback as possible; • ask their language partner to repeat and/or explain anything they did not understand; • ask their language partner to express the same thing in different words, if failing to understand; • not be afraid of making mistakes; • correct each other’s mistakes; and • speak clearly at a normal speed.

suggested that tasks “start from specific questions to more open-ended discussion” as students became more familiar with each other and with the learning environment.

the majority of students preferred the recorded speech and the writing task in comparison to the semi-synchronous conversation