TY  - JOUR
T1  - Can Podcast Provide Meaningful Input in a Listening and Pronunciation Class?
TT  - Podkastlar Dinleme ve Sesletim Dersinde Anlamlı Girdi Sağlayabilir mi?
AU  - Bakla, Arif
PY  - 2018
DA  - October
DO  - 10.30831/akukeg.382174
JF  - Journal of Theoretical Educational Sciences
PB  - Afyon Kocatepe Üniversitesi
WT  - DergiPark
SN  - 1308-1659
SP  - 772
EP  - 788
VL  - 11
IS  - 4
LA  - en
AB  - The goal of thiscase study was to explore intermediate EFL learners’ experiences of using shortpodcasts to improve their listening, speaking and pronunciation. Theparticipants (N=8) listened to podcasts about diverse topics of their interestthroughout an academic year. Each week they were instructed to present whatthey listened to in a round-table discussion or in presentations. Theinstructor took part in the discussions as well, providing feedback at the endof each session. For this study, a focus group interview was carried out withthe participants. The focus group interview was transcribed and coded in NVivov10 using a three-phase approach to coding. The analysis of the focus groupinterview revealed that the students were basically fond of listening topodcasts, but not talking about them; they also thought listening to podcastsprovided them with meaningful input and somehow helped improve their listeningand speaking skills. In this study, the researcher explored what it means forthem to be a part of a lesson that is basically different from mainstreamclasses and discuss the implications of getting students to move out of theircomfort zones by changing study habits.
KW  - podcasts
KW  - listening
KW  - speaking
KW  - pronunciation
KW  - meaningful input
N2  - Bu durumçalışmasının amacı İnglizceyiyabancı dil olaraköğrenen öğrencilerin dinleme,konuşma ve sesletimlerinigeliştirmek için podkast kullanımına dair deneyimlerini araştırmayıamaçlamaktadır. Katılımcılar (S=8) bir akademik yıl boyunca ilgi duyduklarıgeniş bir yelpazede podkast dinlemişlerdir. Öğrencilerden her haftadinlediklerini bir yuvarlak masa tartışmasında tartışmaları veya sunumyapmalarını istenmiştir. Öğretmen de tartışmalara katılmış ve ders sonunda geribildirimde bulunmuştur. Veri toplamak amacıyla, katılımcılar ile bir odak grupgörüşmesi yapılmış ve görüşme dökümleri Nvivo v10 yazılımı ile üç aşamalı birkodlama yöntemi ile kodlanmış ve analiz edilmiştir. Odak grup görüşmelerininanalizinden elde edilen sonuçlar öğrencilerin podkast dinlemektenhoşlandıklarını; ancak dinledikleri hakkındakonuşmayı sevmediklerini ortayaçıkarmıştır. Katılımcılar aynızamanda podkast dinlemenin dinleme ve konuşma becerilerini geliştirmeyeyardımcı olduğunu ifadeetmişlerdir. Bu çalışmadaaraştırmacı; katılımcılarınalışılagelmiş derslerden farklıbir dersin parçasıolmalarının onlar içinne anlama geldiğini araştırmakta veöğrencilerin çalışma alışkanlıklarını değiştirerekonları rahatlık bölgelerindençıkarmaya çalışmanın anlamını tartışmaktadır.
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UR  - https://doi.org/10.30831/akukeg.382174
L1  - https://dergipark.org.tr/tr/download/article-file/548643
ER  -