Dialogic research engagement through podcasting as a step towards action research: A collaborative autoethnography of teachers exploring their knowledge and practice

Promoting Efl Listening and Speaking Skills Through Podcast: Teachers’ Beliefs and Practices

“…It is simple to assert that a learner will succeed with the right motivation in second language learning. Such claims are, of course, not false, because numerous studies and experiments in human learning have demonstrated that motivations and attitudes are critical to learning (Lowe et al, 2021). In general, using podcasts in or out of the classroom helps students become more proficient in their second language learning.…”

Producing and researching podcasts as a reflective medium in English language teaching

“…As the podcast has grown to become instrumental in our professional lives, we began empirically investigating its role in the development of our conceptual knowledge through qualitative approaches such as collaborative autoethnography (Chang et al, 2013) and duoethnography (Norris & Sawyer, 2012). The first of these studies (Lowe et al, 2021) took the form of a collaborative autoethnography, which used previous podcast recordings as data that we coded through a dialogic process. We examined how the process of preparing for podcast segments, which involved conducting a mini literature review on a topic, influenced our understanding of a concept.…”

Counselor Educator- and Student-Produced Podcasts: Technical Considerations and Educational Applications for Marriage and Family Counseling Courses

“…Additionally, educational podcasts have been noted for improving listening skills (Gonulal, 2020; Smythe & Neufeld 2010), increasing content acquisition (Collier-Reed et al, 2013; Evans, 2008; Kennedy et al, 2014, 2016; Robinson & Robertson, 2010), and promoting student engagement (Flanagan, 2015; Godsey, 2016; Middleton, 2009; Morgan, 2015). Podcasts have also been utilized to distribute knowledge and enhance professional practices in the fields of education (e.g., Allen, 2019; Besser et al, 2022; Drew, 2017; Forbes & Khoo, 2015; Lowe et al, 2021; Popova et al, 2014), medicine (e.g., Ahn et al, 2016; Clarke et al, 2020; Davidson et al, 2019; Hanafi et al, 2022; Hurst, 2019; Shiang et al, 2021), nursing (e.g., Blum, 2018; King, 2022; O’Connor et al, 2020), and social work (e.g., Diebold et al, 2021; Ferrer et al, 2020; Fronek et al, 2016; Singer, 2019).…”