Impact of Podcasting on Pronunciation Skills of Pre-Service Efl Teachers

Kafes, Hüseyin; Caner, Mustafa

doi:10.17718/tojde.762022

Cited by 10 publications

(16 citation statements)

References 16 publications

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“…Statistically speaking, LMS played an important role on improving these two language skills. Similar findings were highlighted in a study in Turkey (Kafes & Caner, 2020).…”

Section: Discussionsupporting

confidence: 91%

“…Earlier empirical studies overwhelmingly focused on students' preferences for desktop computers over mobile phones (Stockwell, 2008(Stockwell, , 2010Thornton & Houser, 2001, 2002. Researchers currently examine the greatest potential of mobile devices aiding students in personalized practice for listening skill and advanced communication through blended mode (Ataeifar et al, 2019;Burston, 2021;Kafes & Caner, 2020). Faceto-face learning can be supported by incorporating LMSs in order to overcome the deficiency of classroom hours.…”

Section: Introductionmentioning

confidence: 99%

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Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

Terzioğlu

Kurt

2022

Sage Open

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It is significant to immerse tech-savvy English language learners in interactive learning environments in order to maximize their comprehension and verbal communication. This quasi-experimental study set out to elucidate the effect of a learning management system (LMS) on speaking fluency and listening skill development among intermediate students. A total of 50 Turkish-speaking students from two intact classes were assigned into a control and an experimental group that utilized an interactive platform for learning English in 8 weeks. The study adopted a pre and posttest design. The mean listening and speaking posttest scores of both groups were compared according to effect size, analysis of covariance, paired sample t-test, and independent samples t-test. In addition, students’ perceptions regarding the impact of LMS on these two skills were investigated with a questionnaire and an interview. The results showed that there was a significant difference between the two groups as the experimental group surpassed the control group in both speaking fluency and listening posttest. Participants also reported from the questionnaire and the interviews that they held positive evaluations of LMS as a result of elevating both language skills. The contribution of the study lies in providing an innovative solution to promote learners’ speaking fluency and listening skill.

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“…Statistically speaking, LMS played an important role on improving these two language skills. Similar findings were highlighted in a study in Turkey (Kafes & Caner, 2020).…”

Section: Discussionsupporting

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

Terzioğlu

Kurt

2022

Sage Open

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“…The quantitative methodology seemed to be appropriate as it permitted to answer the research questions, to unveil students' perceptions objectively. In addition, many studies conducted on podcasting used a quantitative approach using multiple-choice questions (Kafes and Caner, 2020;Khechine et al, 2013;Lakhal et al, 2007;Luttenberger et al, 2018;Morris, 2010;Savita and Yadava, 2022;Van Zanten et al, 2012). Hence, we also found that this approach was most appropriate for our study.…”

Section: Data Collection Methodsmentioning

confidence: 71%

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Carmi

2023

OIR

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PurposeThe purpose of this research is to inspect the perceptions of MBA students regarding learning through podcasts. The author's goals are to reveal the students' attitudes toward the use of podcasts as a key learning tool in a graduate academic course, to examine the learning efficacy in this mode of learning, to inspect students' opinions regarding flexibility in learning with podcasts and to examine whether there is a different reference to podcasts as a mid-term assignment vs podcasts as a substitute for lectures.Design/methodology/approachThis paper examines the learning attitudes and effectiveness of postgraduate students in business administration toward combining podcasts as an e-Learning tool. This paper also explores the flexibility of this kind of asynchronous learning. Two types of podcasts for two different pedagogical purposes were examined in the study, one as a team mid-term assignment and second as recorded lectures. The main results of this study provide significant evidence that previous experience in listening to podcasts on the Internet has a significant impact on learning effectiveness, student attitudes and learning satisfaction while using this technology. In fact, this study establishes that students that are technologically oriented and have prior experience listening to podcasts learn more in the course, have positive attitudes toward podcast technology as a learning tool, have high learning effectiveness and are satisfied with the flexibility of the asynchronous learning process.FindingsThe findings state that both in the mid-term assignment and in the course lessons as students listened to podcasts more frequently and gained experience listening to podcasts on the Internet, the students expressed more positive views toward learning using this technology, the students' learning effectiveness was higher and the students were more satisfied with the flexibility made possible by using this asynchronous technology tool of e-Learning. Moreover, the results of the study clearly indicate a positive correlation between listening to the podcast lessons in the course and the effectiveness of learning both in the mid-term assignment and in classes.Research limitations/implicationsThis study has some limitations. First, the findings are limited by the relatively small sample, with graduate students in an MBA program, in a course from the field of technological entrepreneurship. Furthermore, in this study, the students had partial freedom to choose the podcast for the students' mid-term assignment from a specific well-known program in the field of entrepreneurship and were not free to choose podcasts from any site available on the Internet. Although this process guided the students to use podcasts from a quality podcast program, the process also reduced the students' choice to some extent.Practical implicationsAcademic institutions must provide the appropriate technological infrastructure for the development, creation and recording of quality podcasts by lecturers for students, in addition to training lecturers to teach through podcasts as an integral part of e-Learning advanced tools. Furthermore, institutions must financially incentivize and educationally encourage lecturers to teach at least some of the content in the course using pre-prepared podcasts.Social implicationsThe author's first suggestion to lecturers that wish to use podcasts as learning resources is to familiarize themselves with the technology and resources available to introduce students to the basics of podcasting and to make the students aware of the podcast's benefits. Second, the study highly recommends to integrate podcasts into the teaching curriculum in academia as early as possible in the basic courses, before the students move on to advanced courses in undergraduate studies. In this way, students in advanced courses can make better use of this technology.Originality/valueAs far as the author knows, this is the first study that combined two types of podcasts used for two complementary pedagogical purposes in an academic course: the first, open and available online podcasts as part of a mid-term assignment and the second type of podcasts that are recorded audio lessons as a complete replacement for course lectures. Additionally, the study sharpens the understanding that students' previous experience with technology is of great importance to learning effectiveness, as well as positive opinions and high learning satisfaction.

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“…On one side, foreign language speaking/pronunciation anxiety (Kafes, 2018;Oflaz, 2019) and listening language anxiety affect each other (Hamid & Idrus, 2019). Studies claim that speech anxiety is unavoidable in ESL classrooms (Abbasi et al, 2019), and speaking is the most challenging among the macro levels of language (Baykara & Aksu Ataç, 2021).…”

Section: Macro Levels Of Language Anxietymentioning

confidence: 99%

Language Anxiety for Non-Native Speakers: A Review Paper

Sad-ayan-Lacambra

Busbus

2022

IJLLT

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Glocalization is a trend that requires individuals to be literate in their native languages and a target language. The use of a foreign language or a non-native language leads to language anxiety. This review paper aims to look into the commonalities and the gaps in the read studies. The researcher found that language anxiety happens in foreign language learning and teaching and at the macro-level of learning. With this, the studies used scales to measure the levels of anxiety of the respondents; they also aimed to study the precedents and effects of language anxiety and the coping strategies of learners and teachers to lessen language anxiety. Finally, gaps in the studies include a need for a language teaching anxiety focusing on macro skills of the teachers; mixed-method studies are rare for qualitative methods and a need to employ effective strategies to cope with language anxieties.

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Impact of Podcasting on Pronunciation Skills of Pre-Service Efl Teachers

Cited by 10 publications

References 16 publications

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

Elevating English Language Learners’ Speaking Fluency and Listening Skill Through a Learning Management System

Students' attitude and learning effectivenes for two types of podcasts in MBA course

Language Anxiety for Non-Native Speakers: A Review Paper

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