Improving Listening Skills with Extensive Listening Using Podcasts and Vodcasts
15 Jun 2020-International Journal of Contemporary Educational Research (International Journal of Contemporary Educational Research. e-mail: ijceroffice@gmail.com; Web site: http://ijcer.net)-Vol. 7, Iss: 1, pp 311-320
TL;DR: The authors investigated the potential of podcasting and vodcasting technology in promoting extensive listening and improving overall L2 listening skills and found that extensive listening practice with podcasts and v podcasts highly effective not only in helping them improve as L2 listeners but also enhancing their pronunciation abilities and knowledge of words and phrases.
Abstract: The present study investigated the potential of podcasting and vodcasting technology in promoting extensive listening and improving overall L2 listening skills. Forty-nine college-level EFL students took part in this year-long study. Data, coming from listening log assignments, listening progress tests, proficiency tests and a listening log questionnaire, were both quantitatively and qualitatively analyzed and interpreted. Results show that students spent approximately one hour per week on extensive listening with podcasts or vodcasts outside the classroom. Vodcasts were found to be less commonly preferred than podcasts by students. Further, as measured by listening progress tests and proficiency tests, students were able to make significant progress in their overall listening skills by the end of the year. Additionally, students found extensive listening practice with podcasts and vodcasts highly effective not only in helping them improve as L2 listeners but also enhancing their pronunciation abilities and knowledge of words and phrases. Yet, students reported being occasionally frustrated with the pace of speech in podcasts and vodcasts. Overall, this study suggests that developing certain language skills can be boosted with digital technologies at our fingertips.
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19 Nov 2013
TL;DR: The structure of the paper – a framework overview, followed by ten principles, which are then applied to an example – provides a rich understanding of the field and a helpful reference for both practitioners and researchers.
Abstract: This paper on mobile language learning is a welcome addition to the growing literature on mobile learning. The structure of the paper – a framework overview, followed by ten principles, which are then applied to an example – provides a rich understanding of the field and a helpful reference for both practitioners and researchers. Interestingly, the framework overview had some features often encountered in literature on learning design and new technologies. Research and literature on using new technologies in educational settings is often characterised by a relatively sparse use of theoretical underpinnings coming from educational research per se, and the framework in this paper continues this approach. While there is often a good overview of the literature on the respective online or mobile learning environment, the link to educational theories as such, or general pedagogical literature is often not made. There is a possibility that a closer engagement with existing educational theories could inform and enrich the developing understanding of mobile learning...
64 citations
TL;DR: In this paper, the authors proposed the integration of mobile apps to develop EFL college students' listening comprehension skills, and evaluated the effect of mobile applications on listening comprehension skill improvement and attitudes as perceived by the students.
Abstract: This article proposes the integration of mobile () to develop EFL college students' listening comprehension skills. It aims to show the following: (i) The advantages of integrating in listening instruction; (ii) sources of ; (iii) how to search for ; (iv) criteria for selecting ; (v) examples of ; (vi) listening comprehension skills and literary appreciation skills that can be developed through supplementary ; (vii) phases of teaching and learning with and types of tasks that can be used with MAB; (viii) evaluation and assessment; (ix) the effect of on listening comprehension skill improvement and attitudes as perceived by the students; and (x) recommendations for the effective use of .
26 citations
Cites background or result from "Improving Listening Skills with Ext..."
...…French Weinberg et al. (2011); intercultural talk-radio podcasts Fox (2008); extensive listening using podcasts and vodcasts Faramarzi et al. (2019); Gönülal (2020); student-created videos as a language acquisition strategy Thomas (2017); and audio-cassettes, audio-CDs, portable radios and DVD…...
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...They were occasionally frustrated with the speed of the narrator in the podcasts and vodcasts Gönülal (2020)....
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...This finding is also consistent with findings of Gönülal (2020) study with Turkish students....
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TL;DR: This paper examined college students' affinity for and motivations to listen to podcasts, and found that college students liked listening to podcasts more than listening to movies and TV shows, despite the pervasive nature of podcasts.
Abstract: Despite the pervasive nature of podcasts, little research has examined college student’s affinity for and motivations to listen to podcasts. This study investigated college students’ motivations, a...
7 citations
01 Dec 2020
TL;DR: In this paper, the integration of SRS tools into listening triangle strategy was investigated in developing faculty of education students' EFL critical listening skills, where participants were divided into two groups: experimental and control (30 students each).
Abstract: The aim of the current research was to investigate whether the integration of SRS (Student Response System) tools into listening triangle strategy was effective in developing faculty of education students' EFL critical listening skills. The participants of the research were divided into two groups: experimental and control (30 students each). Participants of the experimental group were taught using the integration of SRS tools into listening triangle strategy, while the participants of the control group received regular instruction in regular EFL listening classes. The instrument of the research was an EFL critical listening test, prepared by the researcher to measure the progress and development of the students in EFL critical listening skills. Having administering the EFL critical listening test to the research participants, the current research findings revealed that the integration of SRS tools into listening triangle strategy was effective in developing EFL critical listening skills among faculty of education students.
4 citations
Cites background or result from "Improving Listening Skills with Ext..."
...Moreover, Gonulal (2020) investigated the potential of podcasting and vodcasting technology in developing extensive listening and improving overall L2 listening skills....
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...A number of studies pointed out that Critical listening skills are very essential for EFL learners to achieve higher proficiency levels in English (FerrariBridgers, Vegel, & Lynch, 2017; Gulten & Zekerya, 2019; Gonulal, 2020; Gulten & Zekerya, 2020)....
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...The results of the research hypothesis are consistent with results of previous studies, which are concerned with the development of EFL critical listening skills, and among those studies are the studies of (FerrariBridgers, Vegel, & Lynch, 2017; Gulten & Zekerya, 2019; Gonulal, 2020; Gulten & Zekerya, 2020)....
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...…of the research hypothesis are consistent with results of previous studies, which are concerned with the development of EFL critical listening skills, and among those studies are the studies of (FerrariBridgers, Vegel, & Lynch, 2017; Gulten & Zekerya, 2019; Gonulal, 2020; Gulten & Zekerya, 2020)....
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TL;DR: In this paper, the effect of vodcast utilization in the enhancement the skills of Canadian smocking and its role in complex problem solving was investigated. And the results proved that performance of students who learned through video lectures of handmade embroidery or vodcasts was better than the performance of colleagues in the control group.
Abstract: The present study aimed to determine the effect of vodcast utilization in the enhancement the skills of Canadian smocking and its role in complex problem solving. The sample included (120) learners who were in their fourth academic level in the department of home economics. They were randomly divided into experimental and control group, with 60 learners in each group. A product assessment card and 7 Micro-DYN test battery tasks were used as main study instruments. Results proved showed that performance of students who learned through video lectures of handmade embroidery or vodcasts was better than the performance of colleagues in the control group with regard to the development of Canadian smocking skills and complex problem solving and mainly knowledge acquisition and application. The results provide significant proof of the vodcast advantages in educational technology studies and development.
4 citations
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TL;DR: 2 general approaches that come highly recommended: maximum likelihood (ML) and Bayesian multiple imputation (MI) are presented and may eventually extend the ML and MI methods that currently represent the state of the art.
Abstract: Statistical procedures for missing data have vastly improved, yet misconception and unsound practice still abound. The authors frame the missing-data problem, review methods, offer advice, and raise issues that remain unresolved. They clear up common misunderstandings regarding the missing at random (MAR) concept. They summarize the evidence against older procedures and, with few exceptions, discourage their use. They present, in both technical and practical language, 2 general approaches that come highly recommended: maximum likelihood (ML) and Bayesian multiple imputation (MI). Newer developments are discussed, including some for dealing with missing data that are not MAR. Although not yet in the mainstream, these procedures may eventually extend the ML and MI methods that currently represent the state of the art.
10,568 citations
"Improving Listening Skills with Ext..." refers methods in this paper
...The proportion of missing values was found to be less than 5%, and thus conventional missing data management methods (i.e., list-wise and pair-wise deletion methods) were applied when necessary (Gonulal, 2019c; Schafer & Graham, 2002)....
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TL;DR: This chapter discusses how to present your results using software in doing Qualitative Content Analysis, and the importance of knowing how to segment the data and present the data using software.
Abstract: Introduction: What Is Qualitative Content Analysis? What Is Qualitative about Qualitative Content Analysis? Will Qualitative Content Analysis Work for Me? Decision Aids The Coding Frame Building a Coding Frame Strategies for Building a Data-Driven Coding Frame Segmentation and Units of Coding Trying It Out: The Pilot Phase What to Keep in Mind: Evaluating Your Coding Frame The Main Analysis Phase How to Present Your Results Using Software in Doing Qualitative Content Analysis
2,711 citations
"Improving Listening Skills with Ext..." refers methods in this paper
...Then, the compiled textual data were analyzed to classify the student responses into groups of similar meanings (Schreier, 2012)....
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01 Jan 2008
2,019 citations
"Improving Listening Skills with Ext..." refers background in this paper
...Despite its salience, listening is often treated as the Cinderella skill in second language (L2) learning (Nunan, 2002) simply because much valuable class time is questionably devoted to reading, grammar, and vocabulary....
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Book•
18 Dec 2001
TL;DR: In this article, the authors define listening as co-construction of meaning and discuss the role of listening in learning to listen and how to learn to listen from a pragmatic perspective.
Abstract: Contents General Editors' Preface ix Acknowledgements xi Preface xii Introduction: Perspectives on listening Section I Defining listening Introduction: The nature of processing 1 Neurological processing 1.1 Hearing 1.2 Consciousness 1.3 Attention 1.4 Individual differences in neurological processes Summary: Organization of neurological processing 2 Linguistic processing 2.1 Perceiving speech 2.2 Identifying units of spoken language 2.3 Using prosodic features in processing speech 2.4 Recognizing words 2.5 Employing phonotactic knowledge 2.6 Utilizing syntactic parsing 2.7 Integrating non-verbal cues into linguistic processing Summary: Unification of linguistic processing 3 Semantic processing 3.1 Comprehension: The role of knowledge structures 3.2 Cognitive understanding: The role of schemas 3.3 Social understanding: The role of common ground 3.4 The role of inference in constructing meaning 3.5 Listener enrichment of input 3.6 Problem-solving during comprehension 3.7 Reasoning during comprehension 3.8 Compensatory strategies during comprehension 3.9 Memory building during comprehension 3.10 Comprehension and learning Summary: Comprehension and understanding 4 Pragmatic processing 4.1 Listening from a pragmatic perspective 4.2 Inferring speaker intention 4.3 Detecting deception 4.4 Enriching speaker meaning 4.5 Invoking social expectations 4.6 Adjusting affective involvement 4.7 Formulating responses 4.8 Connecting with the speaker Summary: Listening as co-construction of meaning 5 Automatic processing 5.1 Goals of automatic processing 5.2 Linguistic processing 5.1.2 Syntactic processing 5.3 Semantic processing 5.4 Pragmatic processing Summary: Automatic processing and human language processing 6 Listening in language acquisition 6.1 Listening in L1 acquisition: Development of linguistic processing 6.1.1 Lexical acquisition 6.2 Listening in L1 acquisition: Development of semantic processing 6.3 Listening in L1 acquisition: Development of pragmatic processing 6.4 Listening in L2 acquisition: Development of linguistic processing 6.4.1 Syntactic development 6.4.2 Lexical development 6.5 Listening in L2 acquisition: Development of semantic processing 6.6 Listening in L2 acquisition: Development of pragmatic processing Summary: Comparison of L1 and L2 language acquisition Section II Teaching listening Introduction: The role of teaching in learning to listen 7 Approaches to teaching listening 7.1 Contexts for teaching listening 7.2 SLA research and language pedagogy 7.2.1 Affective filter hypothesis 7.2.2 Input hypothesis 7.2.3 Interaction hypothesis 7.2.4 Processability hypothesis 7.2.5 Meta-cognition hypothesis 7.2.6 Sociocultural hypothesis 7.3 Development of listening instruction Summary: A balanced approach for teaching listening 8 Input and interaction 8.1 Relevance 8.2 Genres 8.2.1 Narrative 8.2.2 Descriptive 8.3 Authenticity 8.4 Vocabulary 8.5 Difficulty 8.6 Simplification 8.7 Restructuring 8.8 Interaction 8.9 Strategies Summary: Quantity and quality in input and interaction 9 Instructional design 9.1 Structuring learning sequences 9.2 Intensive listening 9.3 Selective listening 9.4 Interactive listening 9.5 Extensive listening 9.6 Responsive listening 9.7 Autonomous listening Summary: Fresh instructional design 10 Listening assessment 10.1 Defining the social and educational context for assessment 10.2 Developing criteria and constructs 10.3 Formulating a model of listening for assessment 10.4 Creating forms of assessment 10.5 Adjusting factors that influence test performance 10.6 Modeling listener processes during assessment 10.7 Assessing listening proficiency in oral interview tests 10.8 Describing listening proficiency Summary: Fairness in assessment Section III Researching listening Section introduction: Direct insight 11 Sociolinguistic orientations 11.1 Listener perspective 11.2 Listener participation 11.3 Listener response 11.4 Listeners in cross-cultural interactions Summary: The social dimension of language 12 Psycholinguistic orientations 12.1 Listener processing 12.2 Listener memory 12.3 Listener misunderstandings 12.4 Listener strategies Summary: Access to psycholinguistic processes 13 Developmental orientations 13.1 Academic listening 13.2 Listening materials 13.3 Autonomous listening 13.4 Teacher training Summary: Mixed methods of research Section IV Exploring listening 14 Resources for further exploration 14.1 Resources for teaching listening 14.1.1 Published sources 14.1.2 Internet sources 14.1.3 Online listening courses 14.1.4 Directories 14.2 Resources for researching listening 14.2.1 Research networks 14.2.2 Research tools 14.2.3 Research sources and avenues for dissemination Summary: Exploring, researching, teaching Glossary References Index
940 citations
"Improving Listening Skills with Ext..." refers background in this paper
...Indeed, as Rost (2001) pointed out, the basic distinction between high-achieving and low-achieving language learners pertains to “their ability to use listening as a means of acquisition” (p. 94)....
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TL;DR: This article brought together recent research and developments in the field of second and foreign language (L2) listening, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.
Abstract: Listening comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) listening. It begins with a brief discussion of the different cognitive and social factors that impact listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on listening in multimedia environments, academic listening and listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.
640 citations
"Improving Listening Skills with Ext..." refers background in this paper
...Additionally, L2 learners are often not educated about the significance of listening as a language component and the development of listening skills (Berne, 2004; Vandergrift, 2007)....
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...Yet, the typical in-class listening instruction often consists largely of textbook recordings, which are usually modified, and associated comprehension questions (Brown, 2011; Siegel, 2014; Vandergrift, 2007)....
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