Saudi Efl Learners' Attitude Towards Integration of Video-Podcasts in Listening Comprehension

Shahid, Shahid Hussain; Ali, Zuraina

doi:10.5281/zenodo.891447

Cited by 1 publication

(3 citation statements)

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“…Moreover, they had very positive attitudes towards the use of technology to learn English, which directly influences the effectiveness of technology use (Kitchakarn, 2015). Since the interest in using technology to teach English arouse, there have been many studies which found positive attitudes towards using it (Alshammari et al, 2018;Asrifan et al, 2020;Aşıksoy, 2018;Ateş et al, 2006;Ayres, 2002;Dashtestani, 2016;Güven, 2016;Kitchakarn, 2015;Rahimi & Hosseini, 2011;Sabti & Chaichan, 2014;Shahid & Ali, 2017;Thao et al, 2019;Yang, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…Tılfarlıoğlu (2011) investigated the attitudes of 534 EFL learners from Turkey and Iraq towards the use of Web 2.0 technologies in learning English, and their results demonstrated that learners' attitudes towards them changed significantly between public or private institutions and the countries. Shahid and Ali (2017) conducted a research to investigate the Saudi male EFL learners' attitudes towards video-podcasts to improve their listening skills, and found the learners had positive attitudes towards video-podcasting; however, there were no significant differences between three groups who had different amounts of video-podcasting during the instruction. Aşıksoy (2018) carried out a study with 207 EFL learners in Turkey about their attitudes towards the use of Web 2.0 technologies in learning English.…”

Section: Attitudes Towards the Use Of Technologymentioning

confidence: 99%

“…In this sense, L2 learners' attitudes towards the use of technology have been investigated a lot since technology gained its importance in educational context. Previous studies investigated ELT students' attitudes towards the use of Web 2.0 tools (Aşıksoy, 2018;Tılfarlıoğlu, 2011), attitudes towards the use of mobile devices (mlearning henceforth) for learning English (Alshammari et al, 2018;Dashtestani, 2016,) attitudes towards the use of mobile learning (Yang, 2012;Yurdagül & Öz, 2018), attitudes towards the use of technology-enhanced language learning tools (Thao et al, 2019), attitudes towards the use of computer assisted language learning (CALL henceforth) (Asrifan et al, 2020;Ateş et al, 2006;Ayres, 2002;Kitchakarn, 2015;Rahimi & Hosseini, 2011) and attitudes towards the use of podcasts (Shahid & Ali, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Relationship between Tertiary Level EFL Learners’ Attitudes towards English and Technology and Their Autonomy Levels

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Uzun

2022

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Technology is a vital part of language learning, and thus, students’ attitudes towards it influence its effective use. Also, language learner autonomy is related to the use of technology. Thus, this study was conducted in a TELP (tertiary level intensive English program) to investigate students’ attitudes towards English and technology, their autonomy levels, and the relationship between two constructs. Having a quantitative approach, two scales were used to gather data, English and Technology Attitudes Scale (ETAS) by Kearney et al. (2020) and Autonomy Perception Scale by Demirtaş (2010). The data from the scales was analysed using IBM SPSS Statistical Package 22.0. The findings revealed that students mostly had very positive attitudes towards English and technology, and male students achieved significantly higher results in confidence in English and technology than female students. In addition, the students were not found to be effectively autonomous. Furthermore, there was a significant and positive relationship between autonomy and attitudes towards English and technology. It can be concluded that autonomy improves using technology to learn English, and students who use technology to learn English become more autonomous. Teachers are responsible for guiding their students in this process.

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