Eleven speaking, listening and vocabulary activities that export as SCORM and run in the LMS you already have. No hardware, no per-seat contract, no procurement meeting.
You want your students speaking. Not reading about speaking, not answering multiple choice about speaking — actually opening their mouths, hearing a model, and trying it themselves.
A language lab does that. It also costs more than your department has, needs a room, needs IT, and needs a purchase order that will not be signed this year.
So the speaking practice does not happen, or it happens in the twenty minutes of class time where you can hear one student at a time.
It has an LMS. Moodle, Canvas, Blackboard, something. That LMS can deliver SCORM. And a SCORM package can record a student's voice, compare it against a model, and score what they said.
Four built around the voice, seven around words. All export as SCORM 1.2, SCORM 2004, xAPI or cmi5.
Upload a recording and mark where it should pause. The student speaks into those gaps, then hears the whole thing back as one continuous take — model, their voice, model — on a two-track timeline showing exactly where they spoke.
Use it for: model imitation and shadowing. Consecutive interpreting, where the student renders each passage in the other language. Listen-and-respond drills. Any exercise where the point is producing speech in a controlled space rather than answering a question.
A spoken back-and-forth. The course speaks a line, the student answers aloud, and it carries on for as long as you write it. Per line you choose whether they see the words, see them only after a wrong attempt, or never — so a dialogue can open as reading aloud and close as real production.
Use it for: functional dialogues — ordering food, a job interview, a doctor's appointment. Turn-taking practice. Anything where the student needs to produce the right thing at the right moment rather than recognise it.
A phrase, a picture if you want one, a model pronunciation, and a microphone. The student listens, repeats, and is scored on how many of the expected words were heard. They can play their own attempt back against the model.
Use it for: pronunciation drilling on target vocabulary. Minimal pairs. Phrases with reduced forms, where hearing yourself next to the model is the whole lesson.
A passage to read aloud, with a model to hear first and a score for how much of it came through clearly.
Use it for: fluency and pacing on connected text rather than isolated words. Reading assessment where you cannot sit with every student individually.
Two-sided flashcards. Word and translation, question and answer, picture and label.
Click every word in a passage that matches a rule. Past tenses, adjectives, false friends.
Drag the right word into each gap. Cloze work with the choices in front of them.
A definition and a hidden word. Vocabulary recall rather than recognition.
Built from your own clues and words. Spelling that does not feel like a spelling test.
Letter recognition and shape familiarity, useful early in a new script.
Matched pairs — word to translation, word to picture. Repetition without drilling.
Either side can be a picture, so word-to-word, word-to-image and image-to-image all work.
This is not a replacement for a language lab, and anyone who has used one will spot the difference in a minute.
A lab gives you a live classroom: you listen in while students speak, pair them off for discussion, collect every recording centrally, run a speaking exam with everyone under your eye at once. None of that fits inside a SCORM package — there is no session, no teacher watching, and nowhere on a learner's machine to send a recording.
What this does is the other half: the practice a student does alone, before or after the lesson, delivered through the LMS your school already runs. Students can download their recordings and send them to you, but nothing is collected automatically.
If your department can afford a proper lab, buy one. If it cannot — and most cannot — this is the part of it you can have for $29 a month, running on infrastructure you are already paying for.
No, and it would be dishonest to say so. A lab gives you a live classroom — monitoring students while they speak, pairing them for discussion, collecting recordings centrally, running speaking exams. A SCORM package has no session and no teacher present, so none of that is possible. What this gives you is the asynchronous half: the practice students do on their own, delivered through your existing LMS. For most teachers that is the half they cannot currently offer at all.
Nowhere automatically. A SCORM package can send scores and completion to your LMS, but it has no way to store audio. Students play their recordings back to compare with the model, and can download them — including one file of the whole exercise with their voice in place — to send you or submit to an assignment. If you need every recording collected centrally, you need a live lab platform.
By how many of the expected words were recognised, using the speech recognition built into the browser. It is a practice aid, not an accent assessment, and it is deliberately not strict: a learner who says every word clearly has succeeded, and failing somebody for not matching a model's intonation exactly would be both unfair and discouraging. Scores reach your LMS like any other SCORM result.
Automatic speech checking needs Chrome or Edge and an internet connection. Everywhere else, students still record their voice and play it back against the model — which is the part that teaches. Nothing breaks; the automatic score is simply not offered.
The model voices cover 30 or so languages including Arabic. Speech recognition depends on the browser and covers most widely taught languages. Right-to-left layout is handled properly throughout, which is not true of every authoring tool.
No. You write the course here, export a SCORM package, and upload it like any other course. Students need a browser and a microphone. No installation, no hardware, no separate platform for them to log into.
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