Podcasting as a Tool for Developing Oral Proficiency and Self-regulated Learning Strategies: Insights from Turkish EFL Learners
Öz
This study examines the impact of podcasts on high school students' English language learning, focusing on speaking performance and self-regulated learning strategies. The widespread adoption of digital communication technologies has transformed education, necessitating the integration of technology to enhance learning outcomes. Using a qualitative approach, the study investigates the general English learning habits of students, their perceptions of using podcasts to improve speaking skills, and how podcasts influence their ability to self-regulate learning. Findings reveal that students actively engage with English-language media, benefiting from enhanced listening comprehension, vocabulary acquisition, and pronunciation. Recording podcasts fosters confidence and fluency in speaking, while also promoting goal setting, planning, and reflective practices. The study highlights the importance of integrating podcasts into EFL instruction to create a dynamic learning environment that supports students' language proficiency goals. The results contribute to the literature on educational technology and underscore the potential of podcasts to improve language learning experiences.
Anahtar Kelimeler
EFL, podcast, speaking skills, self-regulation
Etik Beyan
Ethical Committee Permission Information
Name of the board that carries out ethical assessment: Fırat University Scientific Research and Publication Ethics Board
The date and number of the ethical assessment decision: 04.04.2024-23555
Teşekkür
This study was conducted within the scope of 2209-A Student Projects. In this context, the project coordinator and team assisted the article author only in data collection. Therefore, I extend my thanks to the students involved in the current project.
Kaynakça
- Alhamami, M. (2013). Observation of YouTube language learning video (YouTube LLVS). Teaching English with Technology, 13(3), 3-17.
- Arıkan, A. & Yılmaz, A.F. (2020). Pre-service english language teachers‟ problematic sounds. International e-Journal of Educational Studies (IEJES), 4 (7), 1-26. https://doi.org/10.31458/iejes.594715
- Azevedo, R., Cromley, J. G., & Seibert, D. (2004). Does adaptive scafolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29(3), 344–370. https://doi.org/10.1016/j.cedpsych.2003.09.002
- Bernacki, M. L., Aguilar, A. C., & Byrnes, J. P. (2011). Self-regulated learning and technology- enhanced learning environments: An opportunity-propensity analysis. In G. Dettori, & D. Persico (Eds.), Fostering self-regulated learning through ICT, (pp. 1–26). IGI Global Publishers.
- Bonk, C. J. (2010). For openers: How technology is changing school. Educational Leadership, 67, 60-65.
- Bouma, G. D., & Atkinson, G. B. J. (1995). A handbook of social science research (2nd ed.). Oxford University Press.
- Cebeci, Z. & and Tekdal, M. (2006).Using podcasts as audio learning objects. Interdisciplinary Journal of e-Skills and Lifelong Learning, 2, 047-057. https://doi.org/10.28945/400
- Chen, C. W. (2021). A study on the construction of evaluation indexes of classroom for promote selfregulated learning in junior high school [Unpublished doctoral dissertation]. National Chengchi University. https://doi.org/10. 6814/NCCU202100741
- Chen, C. W. (2022). The inner treasure of cultivating self-regulated learning. In M.-w, & Chang (Eds.), Proactively engage in SRL, encounter quality teaching and learning (pp. 14–27). Education Department.
- Dron, J. (2007). Designing the undesignable: Social software and control. Educational Technology& Society, 10(3), 60-67
