The concept of Audio Diaries is actually quite simple. Students record something (on or off topic, with or without using target vocabulary or language structures). Students are then given feedback on their grammatical, lexical, and phonological errors. Finally, students re-record the same exact monologue, but this time, they must address their errors. In this way, students are getting delayed corrective feedback and forced uptake of feedback, in addition to raising their noticing and metacognitive skills. They are also getting individual attention, targeted practice in their “weak” areas, and more opportunities for speaking without the pressures of speaking in class.
Aside form typical complaints about too much homework, students seem to enjoy Audio Diaries. They enjoy the feedback and being able to have another chance to express their thoughts in a clearer way. In addition, by listening more closely to individuals I am better able to pinpoint and help them with their weaknesses in and out of class. Likewise, I am better able to notice persistent and common patterns and address them in class.
Via Shona Whyte