Teaching voice online: reflection and a practical advice

This study is a reflection on the actual situation of teaching voice through the internet using a computer and it has several goals: to evaluate the pros and the cons of this practice; to inform the young singer about aspects unnoticed in lessons; and point out aspects of teaching voice that are being raised in the community such as pricing, communication between teacher/student and the use of imagery vs science terminology as part of teachers’ methods. Microphones and audio systems have limitations for both teachers and students, therefore might not carry the harmonics and overtones of voice production on a voice lesson. However, online voice lessons can be a helpful mechanism. A practical advice for singers who cannot exercise their voices due to confinement is prescribed

The relavance of teaching passive voice category in TFL

The English teachers often struggle with the problem how to raise their Kazakh learners’ motivation to use passive constructions more and how to teach them to its correct application. The reason is obvious – passives are used in English more frequently and spontaneously than in Kazakh. Moreover, there are some specifications, restrictions and differences in the usage. Distinguishing and examination of voice categories is a very controversial issue. This research work aims to explore ways to help English as a Foreign Language (EFL) learners notice and revise voice in English and Kazakh languages and raise their awareness of when and how to use active and passive constructions to convey meaning and will help to know the peculiarities of each voice category, how to form them and how to translate sentences grammatically and semantically. This research is also an action research which pays a particular attention to the effectiveness of collaborative learning rather than traditional one in teaching voice constructions.

EXPRESSING VOICE IN A FOREIGN LANGUAGE: MULTIWRITING HAIKU PEDAGOGY IN THE EFL CONTEXT 

One of the crucial perspectives in the teaching of second language (L2) writing is to develop voice (Iida, 2010; Paltridge et al., 2009). While scholars have discussed the significance of teaching voice from theoretical viewpoints, there is scant reporting on how to teach the concept and how to train L2 writers to express their own thoughts in the target language in the composition classroom. The aim of this article is to discuss how L2 writers can develop their voice through poetry writing in the L2 composition classroom. After describing the concept of voice and the feature of multiwriting, this article will explore the potential of multiwriting haiku pedagogy as a way to develop and express voice in the EFL freshman college writing classroom. It will also present a step-by-step approach for multiwriting haiku in the EFL classroom and then illustrate how Japanese EFL writers express voice and articulate self in the poetic text with the pedagogical guidelines.

Evolving Use of Educational Technologies

This chapter describes the use of educational technology for enhancing student learning at the School of Electrical Engineering and Telecommunications (EE&T) at the University of New South Wales (UNSW). Over the past decade, the school has introduced and trialled various technology-based approaches in the form of electronic whiteboard-based lectures for remote teaching, voice-over power-point screencasts using tablet PCs for tutorial problems, pre-recorded dynamically annotated lecture material delivered initially via DVDs and later hosted on the cloud as support material for live lectures, distributed laboratories capable of real-time interaction via video, audio and digital annotations, and most recently, the use of iPads to aid in lecture delivery. The impact of these approaches is evaluated in this chapter using student surveys over multiple years, some of which are still on-going. The results of these surveys show that technology-based approaches have a positive impact on student learning experiences. In particular, the students found that the video capture of lectures with appropriate dynamic annotation as support material allowed for flexible learning to suit individual styles.