Blended Learning as a Theoretical Framework for the Application of Podcasting

Abstract

The use of podcasting has attracted the attention of teachers because it is content-rich and is of wide general interest. Users can listen to podcasts via the Internet or download them on to a portable music player. Some also offer video or animation to make the contents more interesting and easier to understand. Accordingly, podcasts that tend to focus on the use of vocabulary can be very effective in language learning. They help learners hear how to pronounce their words clearly and use them appropriately. In addition to the benefit of its multimodal facilities, the main advantage of podcasting lies in the variety and the control it provides. Many podcasts provide an authentic context including those which are vocationally orientated. In other words, learners can access podcasts linked to their field of study or interest. Therefore, this research project explores how podcasts in an ESL (English for specific purposes) environment can be used with foreign language learners. It then discusses learners' perspectives of podcasts related to certain subjects. Finally, it proposes a number of suggestions for practical strategies and techniques for teaching English through podcasting.

Attitude toward Enhancing Extensive Listening through Podcasts Supplementary Pack

“…Podcasts uses Taxonomy for language learning (adapted from Rosell-Aguilar, 2007, p. 476) Although authentic listening audio tracks tempt educators to integrate them, they need to be extra cautious when selecting them. The reason is that a large body of literature reported difficulty finding appropriate modified authentic materials that match students' levels and interests (Li, 2013;Ting, 2014). Educators need to choose authentic materials that only fit the students' proficiency levels to avoid demotivating them.…”

The Attitudes of Human Capital in International Companies ?Towards Using Podcasting as an Innovative Asynchronous Training ?And Developing Tool

“…The researcher finds that the current research results are consistent with many previous studies, which emphasized the positive impact of podcasting technology on the development of different cognitive aspects such as: (Kaplan-Leiserson , 2005: Anzai, 2007: Edirisingha et al , 2007: O'Bryan & Hegelheimer ,2007: Lord , 2008: Ducate & Lomicka , 2009: Borgia , 2010: Knight , 2010: Scutter et al, 2010: Ashraf et al , 2011: Ashton-Hay & Brookes,2011: Artyushina et al , 2011: Chan et al, 2011: Istanto, 2011: Kim& King, 2011: Shoar,2011: Hassan & Hoon, 2013: Ting , 2014: Basaran & Cabaroglu, 2014: Rahimi & 145 Soleymani , 2015: Gholami & Mohammadi , 2015: Mirriahi & Alonzo, 2016 despite of the different research samples, types of skills conducted in these studies .…”

Press learning: The potential of podcasting through pause, record, play and stop

“…Yet the way in which 'assistance' is given to both people and the literacy 'problem' only reinforces the problem because "scaffolding has been conflated with writing frames" (Didau, 2014, p. 39). Sound and sonic media have an expansive capacity for developing oral communication, enlarging vocabulary (Ting, 2014), organizing ideas and creating space for DIRT (Directed Improvement and Reflection Time) (Didau, 2014, p. 85). There is also an array of occupationsof which lawyers, medical doctors and nurses are clear exampleswhere data collection and diagnoses are obtained verbally from clients and patients.…”