Extensive listening 2.0 with foreign language podcasts

Alm, Antonie

doi:10.1080/17501229.2013.836207

Cited by 51 publications

(61 citation statements)

References 22 publications

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“…There are interactive resources that are not popular in Russia but are widely known throughout the world. They have been noted by researchers of scientific articles dealing with the topic of learning a foreign language in high school [80][81][82][83].…”

Section: Methodsmentioning

confidence: 99%

The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education

et al. 2019

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This article deals with the problem of the culture of professional self-realization of Russian students in the process of university education at the present stage. The role of information and communications technologies is revealed, in particular the interactive technology of self-regulation developed by the authors, as a necessary pedagogical condition for the successful professional self-realization of students. The paper describes the interactive technology of self-regulation formation used in teaching a foreign language in order to improve the educational process. The paper provides an analysis of the current state of the classroom educational environment in teaching a foreign language in order to determine the possibilities of improving the educational process. The main goal of the interactive technology of self-regulation formation is to optimize and intensify the activities of students in the classroom and extracurricular activities. The interactive technology of self-regulation formation in a nonlinguistic university was applied in the proposed work. Special attention was paid to the problem of structuring and the algorithmization of independent work. Ways for increasing interactivity are revealed, and an algorithm for teaching and speech actions in interactive mode was developed. It was established that the introduction of structured algorithmization using the interactive technology of self-regulation formation could be effectively used for teaching poorly prepared students. It has been established that the culture of professional self-actualization for modern students is directly dependent on the quality of online interaction with a university teacher. It was revealed that it is the student's awareness of the objectives of learning interaction and ways for its implementation that allow him to competently perform his academic work, which in turn contributes to the actualization of personal professional qualities that are required by a university graduate for successful implementation in the future.

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Section: Methodsmentioning

confidence: 99%

The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education

et al. 2019

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“…Alm (2013) and Rahimirad and Moini (2015) proved through their experimental studies the usefulness of the popular seminal Vandergrift and Goh's (2012) Vol. 9, No.…”

Section: Metacognitive Approach Of Extensive Listeningmentioning

confidence: 99%

“…To cope with the massive authentic listening materials available online, structure and guidance can be means to help EFL learners navigate their way to practice regular listening (Alm, 2013). Alm (2013) and Rahimirad and Moini (2015) proved through their experimental studies the usefulness of the popular seminal Vandergrift and Goh's (2012) Vol.…”

Section: Metacognitive Approach Of Extensive Listeningmentioning

confidence: 99%

“…Due to that, researchers call for varying teaching styles by integrating authentic materials from electronic resources such as podcasts to hold the interest of digital-age students. For example, Alm (2013), and Akbari and Razavi (2015) agree that accessing podcasts personally provides authenticity to learners. Also, podcasts could be used to provide an up to-date and extensive source of audio and video materials to improve learners language beyond the constraints of their classrooms (Cross, 2014).…”

Section: Podcasts As a Listening Improvement Toolmentioning

confidence: 99%

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Attitude toward Enhancing Extensive Listening through Podcasts Supplementary Pack

Alshaikhi

Madini²

2016

ELT

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To promote independent extensive listening, the aim of this study is to investigate Saudi preparatory level students' and their teachers' perception about podcasts' criteria and contents to include in an extensive supplementary listening pack. An exploratory sequential design was adopted to collect data. The results of the focus group thematic analysis helped designing an online close-ended survey. The participants were 120 students and teachers sampled from the four proficiency levels of the English Language Institute (ELI) at King Abdulaziz University (KAU) in the Kingdom of Saudi Arabia (KSA). The findings of the study revealed that teachers were more familiar with the podcasts than students. Furthermore, all participants had a positive attitude toward using a listening instructional supplementary pack that can include few short authentic podcasts. They recommended using various challenging topics that are related to students' interests and proficiency levels. This study contributes to the literature of integrating podcasts to enhance extensive listening. It recommends designing an extensive listening supplementary pack based on Vandergrift and Goh's (2012) metacognitive approach and testing its suitability for application.

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“…The results of the both questionnaires showed a correlation between podcasting and the students' awareness of metacognitive listening strategies. Alm (2013) went further by using Vandergrift & Goh's (2012) metacognitive approach for podcast-based listening comprehension training. The study was carried out on 28 intermediate level German students who used podcasts for one semester.…”

Section: Metacognition and Listening Comprehensionmentioning

confidence: 99%

Metacognition as Scaffolding for the Development of Listening Comprehension in a Social Mall App

Read

Bárcena

2015

RIED

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This article focuses on the role that metacognition can effectively play in the development of second language listening comprehension, and specifically, how a mobile app can be specified to this end. A social mobile assisted listening app, ANT (Audio News Trainer), is presented as a prototype for exploring the way in which students can be helped to use metacognition to improve relevant linguistic communicative competences. A study has been undertaken with students using ANT to explore the intricate nature of the listening comprehension development process and the main metacognitive strategies that can be successfully applied. Special attention is paid to the implicitly and explicitly applied metacognitive strategies within the app, and related social network, where follow-on activities were undertaken, the strategies in question being: focus (a conscious effort on the gradual development of individual skills), engagement (interest is enhanced when a learning activity is enjoyable/successful), interaction (since collective activities seem to enhance emotional and social involvement), reflection (upon what works and does not work for each individual), self-regulation (through data about the students' own progress and achievements), and attitude (here a further distinction is made between satisfaction, self-confidence and encouragement). The stages of engagement of a student with the app are explored in relation to the metacognitive strategy used and how they can contribute to the overall success of the learning experience. Finally, a reflection is made about how metacognitive strategies offer an effective way to compensate for the lack of teacher presence, support and guidance, on a medium/long term basis. However, although the study of the initial use of this social listening training app shows the potential for incorporating 'knowing about knowing' into mobile technology, it is suggested that future research is required to provide finer-grained insights into this process.

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Extensive listening 2.0 with foreign language podcasts

Cited by 51 publications

References 22 publications

The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education

The Culture of Professional Self-Realization as a Fundamental Factor of Students’ Internet Communication in the Modern Educational Environment of Higher Education

Attitude toward Enhancing Extensive Listening through Podcasts Supplementary Pack

Metacognition as Scaffolding for the Development of Listening Comprehension in a Social Mall App

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