This study explored Russian as a foreign language (RFL) learners’ self-reported strategic uses of VoiceThread (VT)—a multimodal asynchronous computer-mediated communication tool—in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that contributed to those perceptions. The participants were eight undergraduate students who attended six weekly tutoring sessions that combined face-to-face (F2F) RFL instruction with VT activities. VT allowed them to access text-based, graphic, video, and aural linguistic input; record and store audio/video-recorded output; listen and comment on peers’ recordings; and receive individualized teacher feedback on oral performance. Data from activity logs and researcher field notes were triangulated with participants’ responses to two surveys and a semi-structured oral interview. Findings indicated that participants believed that VT supported their oral proficiency development through the provision of additional time and resources for independent planning, rehearsal, and controlled production of L2 forms. Most participants also agreed that VT’s playback and record features were the most beneficial for developing language skills, enhancing the reflection process, and facilitating self-assessment and creativity in the L2. Yet, despite VT’s multimodal affordances and the availability of communicative tasks via VT, participants did not perceive VT as a social environment that could promote peer-to-peer interaction or replace F2F communication. A thematic data analysis suggested that participants’ preferences for language learning tasks influenced their strategic uses of VT’s features, which ultimately affected their perceptions of VT’s value for promoting meaningful language learning interactions. Pedagogical considerations are discussed.

中文翻译：

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使用 VoiceThread 提高口语能力：学习者的战略用途和观点

本研究探讨了俄语作为外语 (RFL) 学习者自我报告的战略性使用语音线程(VT)——一种多模式异步计算机介导的交流工具——以深入了解学习者感知的 VT 对第二语言 (L2) 口语技能发展的有效性，并确定促成这些感知的因素。参与者是八名本科生，他们每周参加六次将面对面 (F2F) RFL 教学与 VT 活动相结合的辅导课程。VT 允许他们访问基于文本、图形、视频和听觉语言输入；记录和存储音频/视频记录的输出；聆听并评论同行的录音；并获得针对口语表现的个性化教师反馈。来自活动日志和研究人员实地记录的数据与参与者对两项调查和半结构化口头访谈的反应进行三角测量。调查结果表明，参与者认为 VT 通过提供额外的时间和资源来独立规划、排练和控制 L2 表格的制作，支持他们的口语能力发展。大多数参与者还同意 VT 的播放和录音功能最有利于发展语言技能、增强反思过程以及促进 L2 中的自我评估和创造力。然而，尽管 VT 的多模式可供性和通过 VT 进行交流任务的可用性，参与者并不认为 VT 是一种可以促进点对点互动或取代 F2F 交流的社会环境。主题数据分析表明，参与者对语言学习任务的偏好影响了他们对 VT 功能的战略使用，这最终影响了他们对 VT 在促进有意义的语言学习互动方面的价值的看法。讨论了教学方面的考虑。