Podcasting as a Tool for Developing Oral Proficiency and Self-regulated Learning Strategies: Insights from Turkish EFL Learners

Yıl 2024, Cilt: 12 Sayı: 24, 754 - 779, 21.10.2024

Seçil Tümen Akyıldız

https://doi.org/10.18009/jcer.1521030

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
• Dudeney, G. & Hockly, N. (2007). How to teach with technology. Pearson Education Limited.
• Farangi, M. R., Nejadghanbar, H., Askary, F. & Ghorbani, A. (2016). The effects of podcasting on EFL upper-intermediate learners’ speaking skills. CALL-EJ, 16(2), 1-18.
• Fontichiaro, K. (2008) Podcasting at school. Libraries Unlimited.
• Gromik, N. (2008). EFL learner use of podcasting resources: A pilot study. The JALT CALL Journal, 4(2), 47–60.
• Gryshchenko, Ya. S., Sydorenko, I. A. (2014). The role of the newest interactive distance technologies in formation of foreign language sociocultural competence of part-time students in technical universities. Advanced Education, 2, 27-33.
• Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75–91.
• Hamad, M. M., Metwally, A. A., & Alfaruque, S. Y. (2019). The impact of using YouTubes and audio tracks imitation (YATI) on improving speaking skills of EFL learners. English Language Teaching, 12(6), 191-197. https://doi.org/10.5539/elt.v12n6p191
• Hasan, M. M., & Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English Language Teaching, 6(2), 128-135.
• Hismanoglu, M. (2012). The impact of globalization and information technology on language policy in Turkey. Procedia-Social and Behavioral Sciences, 31, 629-633.
• Holec, H. (1981). Autonomy and foreign language learning. Pergamon.
• Hong, B. T. M. (2006). Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal, 14(2), 1-24.
• Istanto, J. W. (2011). Pelangi Bahasa Indonesia podcast: What, why and how? Electronic Journal of Foreign Language Teaching, 8(1), 371-384.
• Jain, S., & Hashmi, F. (2013). Advantages of podcasts in English language classroom. Journal of Indian Research, 1(2), 158-163.
• Jackson, R. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research? Qualitative Research Reports in Communication, 8(1), 21–28.
• Kitsantas, A., & Dabbagh, N. (2011). The role of Web 2.0 technologies in self-regulated learning. New Directions for Teaching and Learning, 126, 99-106.
• Lee, M. J. W., & Chan, A. (2007). Pervasive, lifestyle-integrated mobile learning for distance learners: An analysis and unexpected results from a podcasting study. Open Learning. The Journal of Open and Distance Learning, 22(3), 201-218.
• Li, H. C. (2012). Using podcasts for learning English: Perceptions of Hong Kong secondary 6 ESL students. ELT World Online, 4, 78-90.
• Lim, C. P., & Chan, B. C. (2007). Microlessons in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education, 48(3), 474–494.
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.
• McGarr, O. (2009). A Review of podcasting in higher education: Its Influence on the traditional lecture. Australasian Journal of Educational Technology, 25(3), 309-321.
• McQuillan, J. (2006). Languages on the go: Tuning in to podcasting. The International Journal of Foreign Language Teaching, 2(1), 16-18.
• Meng, P. (2005). Podcasting & vodcasting: Definitions, discussions & implications. A white paper by IAT Services at University of Missouri. Retrieved September 12, 2023, from http://edmarketing.apple.com/adcinstitute/wpcontent/Missouri_Podcasting_White_Paper.pdf
• Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
• Royal, K. B. & Von Koss, N. (2008). Using podcasting in the foreign language classroom. INTO Faculty and Staff Publications. Paper 11. Retrieved September 28, 2023 from http://scholarcommons.usf.edu/into_facpub/11
• Rosell-Aguilar, F. (2007). Top of the pods: In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5), 471–492.
• Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22, 63–75.
• Solomatina, A.G., 2011. Developing speaking and listening comprehension skills via podcasts. Language and Culture, 2 (14), 130-134.
• Stefancik, R. & Stradiotová, E. (2020). Using web 2.0 tool podcast in teaching foreign languages. Advanced Education, 14, 46-55.
• Sysoev, P. V. (2014). Podcasts in teaching a foreign language. Language and Culture 2, 189-201. Stanley, G. (2006). Podcasting: Audio on the Internet comes of age. TESL-EJ, 9(4).
• Sze, P. (2006). Developing students’ listening and speaking skills through ELT podcasts. Education Journal-Hong Kong-Chinese University of Hong Kong, 34(2), 115.
• Thornbury, S. (2005). How to teach speaking. Pearson Education Limited.
• Uztosun, M. S. (2020). The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language, The Language Learning Journal, 48(2), 213-225.
• Whithaus, C., & Neff, J. M. (2006). Contact and interactivity: Social constructionist pedagogy in a video-based, management writing course. Technical Communication Quarterly, 15(4), 431-456. https://doi.org/10.1207/s15427625tcq1504_2
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166-183.
• Zimmerman, B. J., & Cleary, T. J. (2009). Motives to self-regulate learning: A Social cognitive account. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 247-264). Routledge.