Podcasting in a virtual English for academic purposes course: learner motivation

Abstract

In this study we explored the effect of podcasting on the motivation of the students in an online English for Academic Purposes (EAP) course at university level (N= 179). By using a mixed-method approach, we analysed the data collected on the learners' impressions about using podcasts as a learning tool. The findings on the IMM survey revealed that males found podcasting significantly more relevant and attractive than females. Females, on the other hand, were significantly more satisfied with using podcasts in their EAP class.Further, results showed that learners who had no prior experience of podcasts for academic purposes outperformed the learners with medium experience. For further qualitative investigation, several sources were used for data collection including interviews with the learners, the course forums, emails, the class groupblog, podcasts, and open-ended questions. Overall podcasting proved highly effective in motivating the students to learn in the online environment.

Framework to improve e-learner satisfaction and further strengthen e-learning implementation

“…Because of the ease accessibility of Web-based technology in Iran and its ubiquitousness, there has been a noticeable transformation in the learning of students . Especially among the young generation, elearning is seen as the building block that supports the structure of modernization (Asoodar, Marandi, Vaezi, & Desmet, 2014 ;Asoodar, Atai, & Vaezi, 2015).…”

Blog-Integrated Writing With Blog-Buddies

“…Specifically, this study investigates the use of both wikis and blogs because this approach closely matches the reality for learners today, in which text messages, e-mails, blogs, and wikis are popular methods of day-to-day communication (Oblinger & Oblinger, 2005;Asoodar, Marandi, Atai, & Vaezi, 2014;Asoodar, Marandi, Vaezi, & Desmet, 2014).…”

Untitled

“…Several researchers (Kemp, Mellor Kotter & Oosthoek, 2011;Nie, Cashmore & Cane, 2008;Prensky, 2009) have pointed to the novelty factor of experiential learning as a main stimulus for learning. A number of researchers have also found that the use of podcasts in education can increase intrinsic motivation (Asoodar, Marandi, Vaezi & Desmet, 2014;Dale & Povey, 2009;McMinn, 2008;O'Bryan et al, 2007;Royer 2009). In contrast to extrinsic motivation, which relies on good grades as a reward, intrinsic motivation is achieved when tasks are interesting and challenging, (O'Bryan et al, 2007).…”