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Practice Listening: Highlight Incorrect Words ID: #3654 Short Learning
Instructions ›
You will hear a recording. Below is a transcription of the recording. Some words in the transcription differ from what the speaker(s) said. Please click on the words that are different.
* Click on the words that are different from what you hear
Result:
Currently, I have two early stage projects that are examining different aspects of the potential of learning analytics. For the first project with supports from the center for writing. I'm developing a tool that analyses student writing in the form of online knowledge building discourse and raises awareness of emerging concepts in student discourse.
AI explanationShows the answer. Tap to open.
Printed "turning", the speaker says "examining"

Explanation: The speaker says "examining different aspects", not "turning". They start with different letters, so listen from the first sound to choose correctly.

Printed "carrying", the speaker says "supports"

Explanation: Listen for "with supports from the". The printed and spoken words start with different letters, so listen to the whole word from the start.

Printed "explains", the speaker says "analyses"

Explanation: You will hear "tool that analyses student". The first letters are different, so wait for the whole word.

Printed "distrust", the speaker says "discourse"

Explanation: On the recording the words are "building discourse and". Both words start with d, so listen to the rest of the word to tell them apart.

Printed "conclusions", the speaker says "concepts"

Explanation: Listen again to "emerging concepts in". The printed word is much longer than the spoken one, so trust the shorter sound you hear.

"writing" matches the audio

Explanation: "center for writing" may look odd near the change, but the speaker says it exactly as printed. Do not click this word.

"learning" matches the audio

Explanation: "potential of learning analytics" has a common term that seems tricky, yet the speaker reads it exactly. Do not click this word.

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