Hypermedia and Multimedia Authoring Tools: the Appucation of Newer Technologies in Call Authoring*

Hacettepe Üniversitesi Eğitim Fakültesi Dergisi 11: 79-89 f19951

HYPERMEDIA AND MULTIMEDIA AUTHORING TOOLS: THE APPUCATION OF NEWER TECHNOLOGIES IN CALL AUTHORING*

Hüseyin Öz..

ABSTRACf: olarak önemi vurgulanarak, Yabancı Dil Olarak İngilizce öğrenen Türk öğrencilerinin dinleme becerilerini ge- Computer Assisted Language Leaming (CALL) came of age liştirmeye yönelik Multimedia Listener adlı prototip bir in the Iate eighties and it is now strongly tied to educa- BDDE yazılımı çeşitli şekillerle verilmektedir. tional syllabi in many schools of language all over the world. Due to the fact that a number of hypermedia and ANAHTAR SÖZCÜKLER: multimedia authoring tools are available' for IBM and Bilgisayar Desteklİ- Dil-Eğitimi (BDDE), Hypermedya, Multi- Macintosh comput~rs, language teachers can now create medya, Yazarlık Araçları, Quicktime, HyperCard, their own CALL programs with or without help from com- SuperCard, Authorware Professional, Macromind Director, puter programmers. Vnıike traditional ready-made systems, LinkWay, ToolBook, İngiliz Dili Öğretimi these tools provide many opportunities for language teachers and courseware developers to create CALL software that increases the efficiency, enjoyment and speed with whiCh language learners can assimilate information. After 1. INTRODUcnON discussing the features of some authoring tools for CALL Computer Assisted Language Learning (CALL) has and also accepting the importance of listening as an active been in the agenda of many school administrators process in communication, Multimedia Listener, a prota- and language teachers for well over three decades. In type CALL program that aims at helping Turkish EFL stu- the USA and in most European countries, computer- dents improve their listening comprehension is iIIustrated mediated instruction is no longer seen as a new phe- through some screen shots or figures from a lesson module. nomenon. Like videos, casette players and tape re- !{EY WORDS: corders the microcomputer has put itself in the service of language teachers and leamers, and it is in Computer Assisted Language Leaming (CALL), Hyper- the storehouse of language teaching profession. media, Multimedia, Authoring Tools, Quicktime, Hyper- Card, SuperCard, Authorware Professional, Macromind Di- As a developing country where the teaching of rector, LinkWay, ToolBook, English Language Teaching English as Foreign Language (EFL) has continually gained.

ÖZET: Impetus, Turkey has also started taking advantage of microcomputers in language teaching. At present Bilgisayar Destekli Dil Eğitimi (BDDE) seksenli yılların son- many private and state schools try to sUPPort the larına doğru belirli bir olgunluğa erişmiş ve bugün dün- teaching and learning of English through micro- yada birçok eğitim' 'kurumlarının müfredatına girmiş bu- computers with one or two hours CALL work in the lunmaktadır. Artık IBM (veya IBM uyumlu) ve Macintosh computer labs each week. And many others have al- platformlarında birçok hypermedya ve multimedya yazarlık ready begun to invest millions of Turkish Lira on mi- araçları bulunduğu için, dil öğretmenleri de, kendi baş- crocomputers on both the IBM (or IBM compatible) larına veya bilgisayar programCllarından alabilecekleri yar- and the Macintosh platforms. The programs which dımlarla kendi BDDE yazılımlarını üretecek düzeye gel- these schools have been using are mostly character- mişlerdir. Sınırlı olanaklar sunan geleneksel hazır yazarlık istic of "traditional CALL", including grammar, vo- sistemlerinin aksine, hypermedya ve multimedya yazarlık araçları dil öğretmenleri ve yazılım geliştiricilerine BDDE cabulary, spelling exercises and verb drills. These ac- programları hazırlamada daha çok imkan sunmaktadır. Dil tivities usually focus on the structural aspects of öğrencileri de, bu olanaklar ile hazırlanan BDDE ya- language. Although not all structural CALL activities zılımlarında sunulan içeriği daha verimli, eğlenceli ve hızlı merit the criticisms directed against them, I think that, bir şekilde edinebilmektedirler. Son olarak bu makalede when hypermedia and multimedia elements such as BDDE için bazı yazarlık sistemlerinin özellikleri tar- audio, digitized video images, animation, high-quality tışılmakta, iletişimde dinleme becerisinin etkin bir süreç graphies, and texts are incorporated and properly de-

1his aniele is an extended version of the paper presented at the European Assocİ:ıtion for Computer Assisted Language Leaming (EUROCALL) Conference, Emanclpation Through Leanıing TechnoJogy, which was held on 15-17 September 1993 at the Uni- versity of Hull, Hull-England. i would like to thank Prof. Dr. Sabri Koç, Department of Foreign Language Education at Middle East Technical University, for his comments and suggestions about the fırst version of this paper, and for his continuous support during the preparation of the sample CALL software presented here. Research Assistant, Hacettepe University, Faculty of Education, Section of Foreign Language Edueation, Department of English language Teaching. 80 Hüseyin Öz J. of [Ed. 11 signed, CALL can be mare enjoyable, non-uniform CALL materials, we are not required to be an expert and thus keep students' interest more than usuaL. in computer programming. Indeed, the available authoring tools with newly added features may turn us In preparing CALL software materials with such ele- into courseware .developers. ments we no longer need to be PASCAL or C programmers. Thanks to a number of hypermedia and In figure 1 are given same hypermedia and multi- multimedia authoring tools available for !BM and media authoring tools with which the language Macintosh computers, language teachers can now teacher can prepare courseware materials. Here we create their own CALL programs with or without help will not make any effort to show the differences be- from computer programıners. In this article I would tween a hypermedia and multimedia application. Do- ing sa will fail because what was a few years ago like to point out why I find same authoring tools for CALL most helpful for language teachers. Because I considered as only a hypermedia tool with limited happened to begin CALL work with the Macintosh, features is now furnished with multimedia elements like animatian and digitized video images. In fact, my discussion of the use and a.)pı.cation of thest: the distinction is getting more and more blurred. tools will be mainıyon the Macirı

AUTHORING TOOLS FOR CALL

Platform Tools Facilities HyperCard Graphics SuperCard Macintosh - Sounds MacroMind Director ...... Authorware Professional Animation Digitital Video LinkWay IBM Scripting ToolBook

* Does not support scripting

Figure 1: Some Hypermedia and Multimedia Toolsfor CAlL

teachers and developers to produce materials that in- 2. AUTHORING TOOIS AND crease the efficiency, enjoyment and speed with QUICKTIME FOR CALL which students (and consumers) can assimilate in- Suppose that you are an EFL teacher in an educa- formation" (Ransom, 1990: 117). tional esrablishment that has the technological facilities for CALL and that you have been newly hired to 2.1. Graphics manage CALL activities for two or three hours a First of all, graphic facilities enable the teacher to in- week. What would you do? One may, at this point, corporate visual images into his CALL program. This look for comınercially-available packages to meet the will definitely make the program more meaningful demand. Of cours.e, he would select the ones, if any, and interesting to use because images will direct the that best meet the needs of the official teaching syl- attention of students to both the program and its labus. As in the case of language teaching textbooks, however, we may find that the available programs do contenr. In the past the addition of images to course- not suit well the needs and interests of our students, ware was possible only by creating "a set of com- and the requirements for the teaching syUabus stated mands in the program to make the microcomputer by the authorities. Whether we create our own CALL generate preset images at the appropriate moment" lessans from scratch or we prepare supplementary (Underwood, 1984: 63). And it would usually rake Hypermedia and Multimedia Authoring Tools: TheAppJication of Newer Technologiesin CA1L Authoring 1995 ] 81

same time for the computer to draw them on the 2.4. Scripting screen. Graphic facilities of these tools have changed the way we can put images in our programs. They aıı A very important facility which these authoring tools have built-in painting and drawing modules to create provide for the language teacher is their easy-to-use or import graphics with a simple click or mavement scripting language. Except Authorware Professional, aıı of the mouse. of these authoring tools have their built-in language which is very similar to everyday English. 2.2. Sounds Their syntax and vocabulary are just like those of The second point in discussion is the addition of English. As a teacher of EFL, I have been using Hy- sound resources to programs. Stressing the im- perTalk (HyperCard), SuperTalk (SuperCard) and Un- portance of the audio element in CALL and listening ga (MacroMind Director) scripting languages for two comprehension, Underwood points out that software years and find them suitable for creating interactive developers should find better ways of incorporating environments in programs. same sart of audio response in CALL programs be- 2.5. Digitized Video Images and QuickTime cause it can be "a source of comprehensible input for listening". 0984: 62). In EFL contexts as in Tur- Until recently video element in CALL has been sup- key, the language teacher can thus provide native ported only by computer-controııed video players. speech samples for his students using the CALL pro- Apple's QuickTime (for MacOS - Macintosh Oper- gram. He can even incorporate his own voice into ating System), one of the latest innovatian in soft- the program because students will like it, as they ware technology for digital video, has changed the usuaııy like the programs prepared by their teachers way we look at the video element in multimedia ap- more than by others. At this point there are two tech- plications. QuickTime provides the opportunity to nical questions about the inclusion of sound re- include digitized video into courseware directly from sources to -programs. One is how the teacher can do a hard disk or CD-ROM without using video disc that. The other is whether or not the audio element players. it is basicaııy a system software extension wiıı make the size of programs larger in terms of which enables CALL authors to integrate hypermedia memory. Both questions have been solved by the re- and multimedia elements like high-quality graphics, cent software and hardware technologies. Same Mac- sounds, video images and animation into course- intosh and IBM computers are now bundled with a ware. Furthermore, it remarkably reduces the file size microphane for audio recording. What the teacher or of these elements by various compressian techniques learner has to do is to take the microphane and and less space is required to store them on floppy or speak into it. The latter issue is solved by same com- hard discs. In addition, same of the available au- pressian techniques that make sound resources thoring tools support the development of CALL pro- smaııer in size. Finaııy, it is alsa possible to have the grams with this QuickTime. audio in the program at different sampling rates and make its size smaııer. Quick Time files, caııed movies or clips, have important implications for the design of CALL pro- 2.3. Aniınation grams. Since video images have animations and au- Animatian, the major vehicle for creating mavement dio tracks, digital movies can be used to present on screen, is anather facility offered by hypermedia activities with authentic visual contexts for listening and multimedia authoring tools. Unlike the situation comprehension. Most CALL programs that have been in language teaching textbooks the available tools developed so far lack tistening comprehension activ- çan çonvert static pictures into high quality animated ities. Since QuickTime alsa makes possible the com- color graphics with audio tracks. There are basicaııy pressian of movie clips with sound resources, the de- two ways for the language teacher to manage an- velopers of CALL software may weıı incorporate imated images on screen. One is to create animation digital video in their programs from nowon. sequences by linking together a series of graphics placed on cards or screens, and the other is to use 2.6. Maklng the Most of Authoring TooJs the tool's built-in facility that asks for the beginning Up to this point I have tried to give an overview of and ending positions of texts and graphics and later the facilities of same authoring tools that can be used animate them in the flow of the program. Whatever in creating CALL courseware. These tools offer the technique the language teacher uses to create anima- language teacher every opportunity to create his own tion, he wiıı certainly add a new dimension to lessons for his students. He can turn static pictures, courseware. As Ransom writes, "animation is useful as in textbooks, into dynamic, animated graphics on for both explanation of dynamic processes and for screen and incorporate audio input into his lessons. heightening impact of presentation" (1990: 117). Mareaver, he can manage interactions between the 82 Hüseyin Öz J. of [Ed. 11 student and computer through 'intelligent', non- 3.1. Hardware and Software Requirements sequential links by using scripting facilities and pro- To run Multimedia Listener the following hardware vide better audio-visual contexts for learning by us- configuration is necessary: 1) A Macintosh computer ing digitized video images. with 68020 or higher microprocessor; 2) A color While aıı these opportunities are technologicaııy high-resolution RGB monitor-12" or larger; 3) At least available, the language teacher should alsa act as a 4 MB RAM; 4) 240 MB hard disk; 5) Microphone. scenarist in designing his lessons. As Koç (1993) The first of these components is required because mentions, we should carefully organize the order, the courseware 'uses digital video images stored as branching, and even recycling of stages in syllabus- files on hard disk, and only a color Macintosh com- based CALL courseware by determining teachingl puter with a 68020 or higher microprocessor and 4 learning strategies. CALL lessons should not control MB RAM can run it. The last peripheral, the micro- the karner but show ways to go or navigate through phone connected to the audio jack of the computer, the program. Equally important is the establishment is used by students to record their own voice and lis- of the interactivity through immediate feedback ten to it. mechanisrns. Otherwise there would be little use in As for the software requirements, the courseware employing the microcomputer as a learning environ- runs with: 1) Macintosh System Software 6.0.7, 7.1.0, ment. In -short, "the courseware on computer should or higher; 2) HyperCard 2.1; 3) QuickTime 1.5. While attract more attention than the book so that learners the system software with the stated versiones) and should not put away but prefer the computer course- the QuickTime as a system software extension are ware to the book." the essential elements, I have chosen HyperCard 2.1 as the authoring tool because of its facilities and ease 3. of use. Using scripting utilities of HyperCard, I have MULTIMEDIA USTENER incorporated high-quality color graphics files, digital The recent language teaching methodology em- audio-video and animation in lessons and their phas- phasizes the fact that listening, speaking, reading and es. Moreover, non-sequential links in between writing skills are integrated and thus inseparable Multimedia Listener lessans have been made to pro- from each other. Until recently, however, most CALL vide the user with a more interactive, learner- applications have mainly focussed on reading and controlled environment. writing skills due to the lack ar high costs of tech- 3.2. Stnıcture of MuUimedia Listener nical facilities. Listening and speaking skills have been left to be practised mostıyon interactive video- Multimedia Listener works in a menu-driven system discs, or a video player connected to the micro- with various audio-visual resources such as color computer. Moreover, in the past some people graphics files, pre-recarded voices, animations and thought that since the process of listening com- digitized video images as QuickTime movies. At the prehension is not external and directly observable, very beginning of it is given a list of lessons that listening was, like reading, a passive language skill. each focus on a specific language function. The list Unfortunately, some still think so. Taday, however, serves as a 'global menu' far selecting lessons and the human mind is considered to be equipped with navigating in between them. an information processing system. Thus, "listening is When the user selects a lesson by clicking on a considered an active process. Listeners are thought to button in the global menu card, the program takes be involved in the communication process because him to the main menu of the selected lesson, which they use their background knowledge of the world is accompanied by audio input. Once in the main and of language to recreate the speakers' message." menu, he is provided with various stages and activ- (Chastain, 1988: 193). Approaching CALL programs ities for that particular lesson. Briefly, Multimedia within an integrated skills framewark and alsa ac- Listener lessons whose structure is illustrated in fig- cepting listening as an active process in communica- ure 2 consist of the following. Each of these is .fur- tion, I have been trying to develop Multimedia ther illustrated in figures 1 to LOin Appendix. Listener, a prototype CALL program, to' help Turkish . Introductionş/objectives where the user is given EFL students improve their listening comprehension. objectives and preliminary information about lessons. In the time remaining I will briefly illustrate how it works using same screen shots from a lesson module . Quickrime movies/pre-recorded dialogues and later show how it runs on the microcomputer. where digital video images and pre-recarded di- Hypermediaand MultimediaAuthoringTools: TheApplicationofNewer Technologiesin CAILAuthoring 83 1995] alogues are directly played from a hard disk. As ex- conceming the movies or dialogues. This phase of a emplified in figure 3 in Appendix, the user can easily lesson requires that the user has absorbed the in- control a QuickTime movie, e.g., by pausing and formation in previous audio or audio-visual 'texts', stepping forward and backward. He can further look up a word that he hears by pressing the Dictionary · On-line dictionary where the user can look up button. unfamiliar words, leam their meanings with Turkish equivalents, and listen to their pronundation. When · Transcripts of mavies or dialogues where writ- in the on-line dictionary he can also navigate ten forms of audio or audio-visual elements are dis- through other lexical items, or loop up another played to provide the user with a visual context (pic- word, if available, by pressing a Find button. tured in figure 4 in Appendix). When the user comes or selects this section of a lesson he can also listen to · Practice where aural-oral tasks like listening and QuickTime movies/pre-recorded dialogues again. recording voice are giyen. After listening to another Same lexical items which may be unfamiHar to the dialogue with the same language function as the les- user are grouped and highlighted so that he can look son, the user is asked to carry out a certain activity them up by a simple mouse click. like putting scrambled sentences in their correct order. Finally, there is an opportunity for the user to · Grammar/language use where the user can at record his own voice and compare it with the pre- will see linguistic clues and explanations in a tutorial recorded one. or presentation mode. Since each lesson focuses on a certain function of language like giying instructions, 3.3.A Lesson fromMultimedia Listener: Cindy's the linguistic forms too represent the structures used Cookbook in that function. After having briefly explained the general structure of · Comprehension questions/True-False state- Multimedia Listener, i would like to illustrate it with ments where the user is asked particular questions some screen shots from a lesson titled "Cindy's Cook- i Macintosh i

i HyperCard i

MULTIMEDIA LISTENER: - GLOBAL MENU FOR LESSONS J

Introductionl Grammarl Objectives Language Use

Dia10guesl MAIN MENU FOR Comp. Questions QuickTime TM ...... - - - - T-F Statements Movies i Clips -- -- EACH LESSON .~ ,r

Transcript of PRACTICE Movies/Clips listen to dialogues On-line Dictionary Record voice

...... Figure 2: Structure of Multimedia Listener and its Lessons Hüseyin Öz J. of 84 [Ed. 11 book." FunctionaUy, the lesson focuses on giying and REFERENCES following instructions. When the user comes to the [1] Chastain, Kenneth. (1988). Developing Second- main menu of the lesson, he can press the intro- Language Skills: Theory and Practice. New York: Har- duction/objectives button, and a card giying the ob- court Brace Jovanovich. jectives of the lesson appears. Next, users are given [2] Koç, Sabri. (1993). Developing Scenarios for English preliminary information about the movie to be Language Teaching. Paper presented at the European watched and the scene is set: Association for Computer Assisted Language Learning (EUROCALL) Conference, Emancipation Through Learn- You are going to watch a movie about how to make ing Technology, 15-17 September 1993, the University a strawOOrry cake. The conversation takes place 00- of HuIl"Hull-England. tween Cindyand her computer. Cindy wants to cook [3] Ransom, Ron. (1990). Authoring for Hypermedia. in a strawberry cake for her mother because it is her John Barker and Richard N. Tucker (Eds.), The Inter- mother's birthday. She asks her computer for help. active Learning Revolution: Multimedia in Education The computer gives Cindy some instructions about and Training (pp. 117-122). London: Kogan Page/New how to make a strawberry cake step by step, and York: Nichols Publishing. Cindy makes a delicious strawOOrry cake for her [4] Underwood, John. (1984). Linguistics, Computers, and mother byfollowing up the instructions. the Language Teacher. Rowley, MA: Newbury House. Af ter enough information is given about the lesson, the student is asked to browse through the whole lesson at his own pace. In the APPENDIX are given various figures from the sample lesson. Theyall illustrate the organization and content of lessons in Multimedia Listener.

4. CONCLUSION Up to this point I have tried to discuss authoring tools for CALL and their facilities such as graphics, sound, animation and scripting that can be used with the QuickTime software. Clearly, the hypermedia and multimedia authoring tools enhance the development of CALL programs, especially when CALL lessons are supported with QuickTime movies as audio-visual input. In other words, if CALL courseware designers exploit the potential features of these new software technologies and base their CALL progra~s on sound pedagogical principles, it is a fact that new CALL programs will be more appealing to language learners and more effective in second/foreign language teaching. Making use of the facilities of HyperCard and QuickTime I have also attempted to develop a CALL lesson for listening comprehension in ELT. I have had some background in using and creating materials with these tools, but I think that language teachers who are new to the field can be trained in short-term in-service training courses to prepare their own CALL lessons or other CALL materials. H;permedia and Multimedia Authoring Tools: TheApp/ication of Newer Technologies in CALL Authoring 85

APPENDIX: FIGURES FROMMULTIMEDIA LlSTENER

M Ui "M i- O ,n I.' S , i- N i- .~-~-~-~-~-~-~-~-~---~ ~--"

8 CI~Y'I COOKBOOK

Figure 1: Global menu for Multimedia Listener

HD mmmmmm~ CINDY' S Çf) i____~_------~------GOOKBOOK Ô Quit A INTRODUC N i TRUE-F ALSE ST ATEHENTS i i Begin

LANGUAGE USE HOY lE , i i J Back DIALOG PR ACTlCE i , i J

~iCOHPREHENS 10N QUEST 10NS i i ON-LINE DICTIONARY J Prev

WELCOME TO CINOY'S COOKOOOK ~Inthis ]essen there are eight secoolIS 10 study. if you are nev 10 thjs Men ]essen, s18.Itby clicking at the INTRODUCTION but1Dn.if you have expJo~d thjs ]essen befere, you m.e.ystudy my secoon you vant. .- . . , e.e. Mon the CUI301' 10 a bunun and click at it. . .' : ...... Figure 2: Main menu of "Cindy's Cookbok" 86 Hüseyin Öz J. of [Ed. 11

Play ÔJ EJJ i ~ :,.~ Quit :~" ii . ? ~, i iJ i i ~~... ' A mJ mJ .' Begin [illı:ın ~ Back i ~ Dictionary ~ i i I-+H-$t-H ı4»)) Prev OUTPUT lEUEl ~ Ben

Figure 3: "Studio" card usedfor playing QuickTime movies/digital video

o Cindy: I'm coo~ some stn:vbeJ::J:.Y cHe for mom's birtl1.day. LI ~ Quit

Computer: A stravbeuy cHe, for mom's birtl1.day?O.K. First, Jet's get our equiım.ent. A big sıoon, a miIiJı.ı A Begin ~, and your speci.alme83~ cuı.

Cindy:: O.K. Back

Computer: Th.e first thing 10 do is 10 put the meu"OI1n2. cu» on the ~ ~. Prev Cindy: (Puttingthem.eu~ cup onthescale) ~ <> Ben

listen Stop Hide TeHt DictionBry

Figure 4: The transcription of the dialog in QuickTime movie with hypenext links to the online dictionary 1995] Hypermedia and Multimedia Autboring Tools: TheApplication of Newer Tecbnologws in CAIL Autboring 87 ON-LINE DICTIONARY

scııle ÔJ an equipment used to weigh an object Quit

tartı; ölçü aleti ~ Begin Ez: She put the cup on the scaleto m.eıuurethe amount of Back mUk. ~ Prev ~ Hen

Figure 5: A sampk on-line dictionary card

TRUE-FALSE STATEMENTS

!iD!!!!!!!!!!!!!!!!!!! #1 The Cookbooktells Cindy to !ili the measuring cup with mUk up to the yellow line. e9 i Quit. ~TRUE Begin Back ~FA LS E ~Prev

~Hen

Figure 6: A True-Palse question card 88 Hüseyin Öz J. of [Ed. 11

iı D iımmmmiım #3 What equipment does Cindy need to cook the strawberry cake? Ô Quit @ She needs a big spoonıa mixing boV/11and a glass. * (i) She needs a big boV/1and a measuring cup. i Begin She needs a big spoonıa mixing boV/11and a measuring " cup. Back (i) She needs a mixing boV/1and a big spoon. ~She Prev (i) needs only her special measuring cup. ~D Hen

Figure 7: A mu/tip/e-choice comprehension question card

LANGUAGE USE

Form Example Ô quad~rs cup of m;lk. it Quit Th. n.xt thing gou ha". to Th. n.xt thin9 gou ha". to do is to pour do .__ three quaders cupof mBk. * ...... Begin Hak. sur. gou on Hak. sur. gou st;r the bath unt;! ;t's smooth and creamy . Back Don"t for,.t to mı it upto th~y~llo'Wline. Don"t forg.t to on R.m.mb.r to on R.m.mb.r to put the meausing cup on the ~ scale. Prev

KEEP + V.rb-ING on KEEP POURING all th~ 'Way up to th~ y~ııo'W ı-- l;ne. O N~

Figure 8: A scrolling tab/efor the summary of language forms used in the lesson H;permedia and Multimedia Authoring Tools: TheApplication of Newer Technologies in CALL Authoring 89

ı The first thiDg 10 do is 10Mat some ve.1erin a keWe. Ô Quit 2 Remember 10 varm the 1eapot vifu some hat ve.1era.ndthenempty - it Begin Arter you have done that, putone spoonful1eaper person a.nd 3 one for the ot

. Back. 4 The ne:ı:t 10 do is 10 add the bo. ~ 5 Mak.e sure you allov the 1ea10brev for aboutthreeminU1es. Prev

6 The )ast thiDg 10 do is 10 sexve it vifu coJd mLIka.ndsugar. ~ Have a nice piece of cm vifu it! Hen

ii CHECK PUT APARTI i LISTEN STOP II II i ~ i

Figure 9: A practice card designed for putting the U11Scrambledsentences into correct order after the audio input

cb gO !mmmmm!mmmmmmmmmmmmmmmmmmm~mmmmmmmmmmmmmmmmm open ( PI a y E Ha m p ie) r;:;:: r~~ Uoice L.:J ~ (Play Serap's Uoice ) Ô Quit r , rr' i' j i~ (pıay My Uoice) . [!J i Rec. Stop Pause Play Begin :34 o Back ~ Prev ~ Nen ın Delete

Figure 10: Voice recording card