LCTL VOICES

Welcome to LCTL-VOICES, a Virtual Oral Interview Classroom-based Exam System for LCTL Students, Teachers, and Researchers!

This system has two interfaces, one for LCTL students and their teachers, and one for LCTL researchers.

More Information  

LCTL Virtual Oral Assessments for Students and their Teachers

Teachers of Less Commonly Taught Languages (LCTLs) can sign up to use CLEAR’s online virtual oral assessment system to assess or monitor their students’ progress in speaking. It’s free and easy to use! Teachers sign up their classes to take two online virtual assessments per semester. Students can take the online virtual assessments in class (on computers or tablets) or can be assigned to take the tests at home. There are a total of 16 oral assessments available. Students take them according to the year and semester of language study that they are in.

Teachers and students can listen to and download the oral responses. Teachers can grade them, and use them to provide feedback to their students. Students can also download their speech samples. For example, they may want to include them in an e-portfolio to document their growth over time in oral proficiency. With up to 16 assessments available for first through fourth-year students, anything is possible!

LCTL Oral Speech Samples for Researchers

If students would like, they can click a button to make their oral speech samples available for researchers to use. The oral responses made available to LCTL researchers are searchable according to basic speaker demographics, such as age and level of LCTL study (first year, first semester; second year, second semester, etc.).  A single student can be followed through several years of study.  The prompts are designed to elicit a range of linguistic data, including various types of agreement; tense, aspect and mood marking; person and number marking; and questions. Researchers can use the data to explore a multitude of questions, such as:

  1. What vocabulary, syntax, phonology or morphology is particularly problematic for LCTL learners at different levels of proficiency?
  2. Is there a natural sequence of acquisition for particular morphosyntactic forms and structures?
  3. Do students self-correct certain errors when they produce them?
  4. Do students use a large number of formulaic “chunks” in their speech, and if so, what kind?

We hope students and teachers enjoy using the system for classroom-based formative and summative assessment. And we hope researchers use the oral speech samples to better understand LCTL learners’ language-learning trajectories. The goal is to help students, teachers, and researchers work together to improve the field of LCTL learning and teaching!

List of Languages

Currently, the list of languages available includes:

  • Arabic
  • Bengali
  • Bulgarian
  • Chinese (Mandarin)
  • Czech
  • French
  • German
  • Greek
  • Haitian Creole
  • Hausa
  • Hebrew
  • Hindi
  • Indonesian
  • Italian
  • Japanese
  • Kazakh
  • Korean
  • Kyrgyz
  • Malay
  • Nepali
  • Persian
  • Polish
  • Portuguese
  • Russian
  • Serbian
  • Spanish
  • Swahili
  • Tagalog
  • Tajik
  • Tamil
  • Thai
  • Turkish
  • Uzbek
  • Vietnamese


If you would like to have prompts added in a new language (and have a native speaker who can do the recordings), please contact Dr. Paula Winke and she can work with you on this.

Link to LCTL Voices Login Page

https://lctlvoices.clear.msu.edu/

Contact Information

LCTL VOICES is being piloted right now. If you are interested in participating in the pilot or have questions about this initiative, please contact the project leaders directly.

Dr. Patricia Spinner

Dr. Paula Winke

 

 

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