How can podcasts support engaging students in learning activities?

Popova, Anguelina; Edirisingha, Palitha

doi:10.1016/j.sbspro.2010.03.816

Cited by 33 publications

(19 citation statements)

References 4 publications

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“…Whereas the participants used authentic files daily, they seldom consulted dictionaries. Popova & Edirisingha (2010) pointed out that the student's communication strategies extended after the treatment. The majority of the students evaluated the transcript files highly due to their usefulness and practicality; in particular, high school students evaluated the transcript texts more highly than college students, possibly they can analyze syntax and lexis more carefully.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The easy access to the Internet and the availability of a huge number of applications make mobile devices more fashionable among young people. Many researchers have already mentioned in their studies that using mobile phones provide opportunities for the learners to be in contact with native people of the target language (Popova and Edirisingha, 2010). Using these portable technologies makes it easier for language learners, and they can expand their vocabulary, improve their speaking and listening skills and develop their language comprehension through using their mobile phone when and where they want (Lawlor& Donnelly, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Krashen (2004) emphasizes that students should receive comprehensible extensive input to build their language proficiency. If the students have a routine plan of receiving language data through movies, audio files and reading texts, they can gradually develop their language knowledge (Popova, and Edirisingha, 2010). In this way, they will have a good supply of useful vocabulary and grammar usage that help them to improve their language comprehension (Krashen, 1993).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

Davoudi

Rezaei²

2016

JSE

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The present study aims at investigating the influence of podcasts (POD) on language comprehension of Iranian pre-intermediate EFL learners. An Oxford Placement Test (OPT) was administered to 60 male and female university students. The participants were considered as pre-intermediate learners and were divided into two groups (one experimental group and one control group). During the fifteen sessions of the treatment, thirty podcasts were presented to the two groups. The experimental group received just the audio file of the POD, and the control group received a different treatment which was the transcript file of the same audio podcast file of the experimental group. The results of the t-tests revealed that there was no significant difference in language comprehension scores across the posttest between two groups. Based on the interview results after the post-test, all of the participants (100%) agreed that both audio and the transcripts (written texts) were useful for them and claimed that it is a good method of improving language comprehension.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

Davoudi

Rezaei²

2016

JSE

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“…A variety of instructional strategies using podcasts have been implemented including: (1) recording lecture content for further review; (2) providing supplemental materials for students to engage outside of instructional time (having students listen to popular culture podcasts that support knowledge translation and acquisition of the topic); and (3) providing a preview for upcoming topics prior to a lecture (O'Bannon, Lubke, Beard, & Britt, 2011). Podcasts have many educational benefits, including bringing in expert voices that may otherwise be missing within a classroom (Vatovec & Balser, 2009), encouraging students to make connections to real-life examples (Moryl, 2013), and providing students with increased flexibility and A DOI: 10.22329/celt.v11i0.4971 control over when and how they learn (Popova & Edirisingha, 2010).…”

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confidence: 99%

Student-Generated Interview Podcasts: An Assignment Template

Mathany

Dodd

2018

CELT

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Podcast assignments in higher education foster students’ deep engagement in course content, knowledge construction, technical skills, and problem-solving abilities. Persuaded by the success of previous podcast case studies, we designed a podcast assignment in a First Year Seminar course wherein students created a ten-minute podcast based on an interview that compared theoretical concepts to the lived experience of the interviewee. Students were guided through four distinct stages of the assignment: (1) knowledge and skill preparation; (2) organizing and conducting the interview; (3) interview synthesis and post-production; and (4) peer review and class reflection. The results of a student survey indicate that the podcast assignment design and format supported students’ achievement of learning outcomes and that students valued the podcast assignment. From the instructors’ perspective, the podcast assignment allowed students to achieve learning outcomes, improve oral communication skills, and engage with course content in a deep and authentic way. Finally, we provide an assignment template with timelines for instructors considering implementing a student-generated podcast into their course and suggestions for its implementation.

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“…It is a relatively simple tool of use, but the thing which could provide important benefits for adult learners in education and training [16]. In this sense, [17] emphasized that it should anchor the best teachers practices and effective.learning, because the students can be included directly into their learning [18]. Thus, this tool can produce different effects, which concern the production of knowledge, the perception of the learning process, the professional development, the intetions of uses, and learning or teaching practices [19].…”

Section: Pedagogical Interests Of Podcastsmentioning

confidence: 99%

Learning Electrolysis with Podcasting in the Higher Education: From Implementation to Results

Ibtissam*¹,

Elmostafa²,

Radid³

et al. 2019

IJRTE

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Our contribution comprises two major parts: the first one aims to explain how to implement the technique of podcasting within a faculty of sciences, following a well-adapted educational scenario. The second one, is dedicated to a study about integration of learning activities focused on the Electrolysis chemistry, in the form of video capsules. Indeed, 90 questionnaire were distributed to a group of students in the second year undergraduate degree, enrolled in Materials Science Chemistry, then, 30 semi-structured individual interviews were conducted with students and their teachers. The analysis of these interviews and results from the questionnaires, according to three targeted indicators, showed that the learners in the higher education are very interested in the technique of podcasting, and consider it as a suitable device for their informal learning sphere, and that the podcasts submitted by their teachers remain the most favorite for their motivation and self-learning. For their teachers, the device is a new necessary alternative to the improvement and renovation of their practices, and for the regularization of the use of smartphones in an academic sphere in order to enhance scientific student’s skills. This article is part of a perspective that propose an innovative tool, which could bring more efficiency to teaching practices vis-à-vis the democratization of training in the higher education. It is a logical continuation of the research works on the relevant role of educational technologies in the renovation of the future universities, and of the positive impact on the students learning in these universities

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How can podcasts support engaging students in learning activities?

Cited by 33 publications

References 4 publications

Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

Using Podcasts to Improve Second Language Comprehension in Iranian Language Classrooms

Student-Generated Interview Podcasts: An Assignment Template

Learning Electrolysis with Podcasting in the Higher Education: From Implementation to Results

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