@inproceedings{8573393,
  abstract     = {{In this paper we examine the two different uses of VISP (VIdeos for SPeaking), a mobile app conceived for B1-B2 English students to practice their oral skills. This app, which is already in its second version (Ibáñez et al. 2015, Ibáñez & Vermeulen 2016), is based on the use of audio description tasks to promote language practice. Audio description is an audiovisual translation technique that consists of making audiovisual material accessible to the visually impaired. Its efficiency as a pedagogical technique in the foreign language classroom has already been shown, both in face-to-face contexts (Martínez Martínez 2009, Ibáñez Moreno and Vermeulen 2013, 2014, Sadowska 2015, Walkzak 2016) and in distance language learning contexts (Talaván and Lertola 2016). Thus, VISP means a first attempt to apply it to the context of MALL (Mobile Assisted Language Learning). In order to carry out the present study, the VISP app was administered to Spanish Erasmus students of English (with a B2 level) in the department of Translation, Interpreting and Communication of the Faculty of Arts of Ghent University, during one classroom session in the school year 2016-2017. The students were divided into two different groups: one group received a previous description of the app, with an exhaustive explanation of how to use it and why it makes use of audiodescription; they were also informed about what was expected from them. This group of students had already received a master class on audiodescription. Thus, the procedures followed Kukulska-Hulme (2015) pedagogical framework for MALL. The students in the second group were just asked to download the app and try it, that is, to direct their own learning completely. The results show that, regarding language practice, VISP is equally effective as a support tool in the classroom and as an outside the classroom app. However, when it comes to attitudinal issues, the group of students who received information and guidance rated it higher and were more positive about their own progress. Therefore, we plan to launch an updated version of VISP that can also consider the personalization, authenticity and connectivity factors of learning, which are the three learning dimensions of such MALL apps, in line with the findings suggested by Lai and Zheng (2017).}},
  author       = {{Ibáñez Moreno, Ana and Vermeulen, Anna}},
  booktitle    = {{Technological innovation for specialized linguistic domains : languages for digital lives and cultures, Book of Abstracts}},
  keywords     = {{mobile app,audio description,oral skills,classroom,self-directed use}},
  language     = {{eng}},
  location     = {{Ghent, Belgium}},
  pages        = {{28--28}},
  publisher    = {{Universteit Gent}},
  title        = {{A comparative analysis of a mobile app to practice oral skills : in classroom or self-directed use?}},
  year         = {{2018}},
}