LLAS e-learning symposium 2013 Julien Hamilton-Hart

1. Autocues for language learning

2. • Autocues/ teleprompters are a linguistic
support for video presentations that allow
students to focus on their oral delivery and
pronunciation whilst reading from their
own corrected texts.

13. Evolution of the studio
• Creating a green screen graphic makes for
a more professional look in the studio and
increases the confidence of students as
well as the transferability of the end-
product.

14. The texts are corrected using
Google documents.
o The student establishes his/ her preferred subject and
write a presentation of approx. 700 words (1 page single
spaced). This step gives the student a chance to find a
subject he/ she is interested in, and develop autonomy
around and within it.
o The tutor then corrects the text in the Google document,
allowing for a fast turnaround.
bit.ly/WoKpVi

15. The finished product
• The videos are transferable and can be an asset for the
students’ online CVs

16. Linguisitic and cultural immersion
• Student feedback:
“Good practice speaking under pressure/ out of comfort zone.
Builds confidence.”
“A new chance to be a French newsreader for the morning!”
“It was a completely new experience.”
“This gives much more confidence than reading out loud”
“The preparation classes, as well as my own research were very
helpful in learning new vocab and improving oral skills”
“It was a middle ground between reading from a sheet and
improvising.”
How has viewing and participating in others’ presentations
increased your knowledge and awareness of certain subjects?
“Greatly, it was interesting to see what everyone had chosen.”

17. Employability
• Embed or link video from Professional networking sites such as
LinkedIn.
• Shows student speaking in mostly correct French
• Provides an entry in CV for studio work
“it is incredibly useful when compiling a CV”

18. Transferable
• Did you feel a sense of ownership for the work you produced? How
useful do you think it is to have a multi-media en-product to your
work?
“It is good to have a final product we can watch wherever we like.”
“It is more likely that I will look back at the video rather than a text.”
“Yes, it’s rare to be able to hear oneself speak French, so it gives us
an opportunity to improve.”
“Yes, I was happy with the work produced and it is easier to look back
and see the areas of improvement”
“Yes, very effective”

19. Student feedback
• This year a student feedback was handed-out and
completed. 20 students out of a possible 52
completed the feedback:
• “The chance to watch our presentations back and learn
from them improved my language skills”
• “Having our work corrected was very useful for syntax
and grammar”
• “I have never done anything like this before, and I found
it very rewarding.”
• “Vocab on my chosen subject was much improved”
• “Enjoyed improvising and building presentation”
• “I enjoyed the research because it was something that
interested me”

20. Marked feedback
• Link to tabled Word document of results.

21. Acknowledgments
• Thank you to Dayve Fresco, Studio
Engineer at Swansea University
• Media resources, Swansea University.
• Professor Derek Connon, module
coordinator MLF330 (Third year French
Language).