Transformative language use in and beyond the classroom with the voice story app

Abstract

This paper describes the process of creating an app for languages informed by two key theoretical frameworks; the Framework-For-Action (FFA) (Hughes, Guion, Bruce, Horton, & Prescott, 2011) and the technological, pedagogical and content knowledge (TPACK) framework (Koehler & Mishra, 2009). Feedback from students throughout development informed the pedagogical and functional considerations which in turn supported the full development of the app. The app facilitates practical language use and contributes to language learner autonomy and self-access in and beyond the classroom.