Introduction
Podcasting is one of the powerful, emergent technological mediathat has been used in education for many years. Language learning has been recognized as one of the fields about to get help from the rapid development in podcasting. Research studies on podcasting have already acknowledged its potentiality and have documented many evidences that podcasts can greatly help develop learners’ language skills, especially in developing learners’ speaking and listening skills (Ashton-Hay & Brookes, 2011; O’Bryan & Hegelheimer, 2007). The purpose of this review study is to gauge the effects of podcasts on various skills of language and to show how podcasts can contribute to the learning of skills in English. The findings of the review will be helpful for students, teachers, stakeholders, and researchers to adopt this innovative technology for language learning and teaching.
Task
Second Language Acquisition and Podcasting Pedagogy
This part of the analysis aims to briefly examine the theories of second language acquisition (SLA) and to suggest a way to bridge the gap between SLA theories and podcasting pedagogy and practices. There are several approaches and theories of second and foreign language acquisition that have had enormous impact on learning a language. Podcasting does not prescribe any approach or method of language learning, rather, as a tool it can beused to integrate theories and methods of SLA into practices. Constructivist view of learning infers that learning is an active process and individual constructs knowledge through observation, interpretation and exploration (Cooper, 1993). According to Rosell-Aguilar (2007), the podcast technology is strongly connected with constructivist approaches to learning, where an individual constructs knowledge through active exploration, observation, processing and interpretation.
Podcasts offer language learners with samples of real language and authentic materials (Thorne & Payne, 2005). Students can use podcasts as a supplement to their textbook materials (Stanley, 2006). According to Warschauer and Healey (1998), integration of computer-assisted language learning (CALL) technology helps learners learn language in a real, meaningful, authentic situation. The socio-cognitive view of language learning stresses real language use in a meaningful, authentic context. Most of the podcasts found on the Internet are considered real and authentic. Computer-based vodcasts can deliver combinations of text, sound, still images, graphics, animations, video and so on. Moreover, the interactionists believe that the basic element for successful language acquisition is input. Krashen (1985) states that language is acquired in only one way by receiving comprehensible input, that is, by understanding messages. Several CALL research studies carried out within an input perspective have attempted to explain the meaningful input from podcasts that is helpful for learne
List of podcast research themes found in the reviewed literature
1. Effects of podcasts on learners’ language skills Effective Outcomes: Pronunciation, phonetics, vocabulary, grammar, listening comprehension.
2. Learners’ perceptions towards podcasts Attitudes, opinions, motivations, learning styles and strategies, barriers and institutional aspects
Process
Effects of Podcasts on Students’ Language Skills
Podcasts provide teachers with the possibilities of facilitating language learning and also challenge the traditional teaching and learning methods. Traditional classrooms do not give more importance to listening activities (Lee & Chan, 2007). Podcasts can be used as supporting materials along with the course materials to develop students’ proficiency in English (Istanto, 2011; Lee & Chan, 2007). The use of mobile technology in ESL contexts has become popular in many secondary and higher secondary institutions (Abdous, 2009). Abdous (2009) compared the academic benefits of incorporating podcasts into the curriculum and using them as a supplemental/review tool. The study suggested that podcast technology has the potential to provide greater benefits if it is used more than simply as a tool for reviewing.
Moreover, podcasts provide students with a more authentic and personal experience to learn various skills of English language (Li, 2010). Participants of Li’s (2010) study stated that they enjoyed listening to podcasts and showed willingness towards this new technology in developing their language skills. Students might have problem with the length and style of podcasts. Chan et al. (2006) suggest that the length of each podcast should be about five minutes, roughly the length of a typical song. Stephens (2007) suggests that teachers can create podcasts in accordance to learners’ preferences as podcasts do not need much equipment to create. Borgia (2010) showed how to write a podcast script and how to create a podcast using various types of software program.
The use of podcasts also reduces students’ anxiety and creates a sense of belonging to a learning community (Chan & Lee, 2005). Lord (2008) evaluated a joint project on podcasts in an undergraduate phonetic class to assess students’ pronunciation and attitudes. The findings concluded that majority of the students enjoyed the project and valued the feedback they received from their peers. Moreover, a significant increase in attitude was found among the participants over the course of the semester.
Evaluation
Podcasts were also studied in relation to leaning strategies. It was said no single set of learning strategies results in successful language learning; rather learners use various types of learning strategies in order to be successful language learners (O'Malley & Chamot, 1990). Cognitive, metacognitive and socio-affective are the three types of important learning strategies that learners use (O'Malley & Chamot, 1990). Ashton-Hay and Brookes (2011) conducted an action research aimed at finding out learning strategies of using podcasts created by students. Participants of the study created a web page in the Queensland University of Technology (QUT) Blackboard Learning Management System (LMS), where the podcasts, story transcripts and student photos were uploaded. Ashton-Hay and Brookes (2011) concluded that the use of various types of learning strategies could facilitate learning of a language. Language teacher does not have enough time to provide sufficient feedback to meet every learner’s individual needs. Learning a language does not take place in the classroom. Rather with podcasts, learning can be anywhere and anytime.
The present study reviews research on podcasts in terms of language education, especially its effects on learners’ listening skills. Overall findings suggest that learners generally enjoy using podcasts, and like to listen to the podcasts at home as well as outside the classroom using desktop computers or mobile devices. The review also found that most of the studies reviewed were descriptive. Most of the research studies reviewed used a small sample size which may not be able to reveal an exact picture of podcast effects on students’ listening comprehension. The main limitation of studies reviewed is that most of the studies based their findings primarily on respondents’ self-reported data such as questionnaires and interviews. Ducate and Lomicka (2009) evaluated the effects of using podcasts to facilitate students’ pronunciation in second language learning and could not findsatisfactory results perhaps because the 16-week long treatment was too short tofoster significant improvement. The results of the reviewed studies suggested that the application of podcasting enhanced students’ language skills in general, and listening skill in particular. Yet whether the improved listening comprehension and respondents’ positive attitudes could be attributed to the use of podcasts was found to be questionable.
Conclusion
Conclusion
It is clear from the studies that using podcast is more beneficial and helpful than using the traditional chalk and talk method. Numerous research studies on podcasts confirm the efficacy of computer applications in second language learning and teaching contexts, and claim that the integration of podcastin learning can improve academic performance, enhance motivation, and promote learning. Podcast is also considered a powerful learning method in many aspects such as culture and history of the areas where the target language is spoken. Generally, the findings suggest that language learners were positive towards using podcast technology, and they were interested to use podcast technology into their language learning processes. Some of the reasons for the positive perceptions included the opportunity for students to learn at their own time, and to listen to specific materials that they miss or do not understand multiple times. Effects, attitudes, and perceptions towards podcasts have been investigated and in most cases, positive effects and attitudes towards podcasting are documented.
Credits
References
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