The Effect of Vodcasting Tasks on EFL Listening Comprehension Progress in an Online Program

Abstract

Video podcasting technology or vodcasting is a burgeoning technological advancement which can make computer assisted language learning more convenient. Video technology is extensively used in traditional L2 classrooms. Yet, video podcasting together with the application of meaningful, logical, reasonable, and challenging tasks is rarely used in distance language learning programs. The purpose of this study was to examine the effect of video podcasting tasks on listening comprehension progress of Iranian intermediate learners. For this aim, a quasi-experimental design was used to examine the efficacy of these tasks on a group of 120 English learners. The treatment took twelve weeks and it comprised of working on online vodcasting tasks from five different genres. Paired samples t-test was utilized to assess the amount of listening achievement and the test-taking performance by comparing the results of the pre-test and the post-test. The results demonstrated a statistically significant increase in listening comprehension scores from pre-test to post-test. The magnitude of the difference was calculated by the Eta squared statistic which indicated a large effect size. It was concluded that the superior performance of the learners was contributed to the association of vodcastsing tasks. In addition, Pearson's Product-Moment Correlation was used which revealed a significant positive relationship between participants' engagement rate with Vodcasting Tasks and their test performance.

Improving Listening Skills with Extensive Listening Using Podcasts and Vodcasts

“…Despite being mostly satisfied, the students were sometimes frustrated due to the pace of the speakers in the podcasts. In a more recent study, Faramarzi et al (2019), working with 120 college-level learners, examined the potential of vodcasts in developing listening comprehension in a pre-test/post-test design study. They utilized 20 teacher-selected vodcasts of varying genres (from grammar vodcasts to news vodcasts) over a period of 12 weeks.…”

“…The potential of EL, combined with the affordances of podcasting and vodcasting technology, has motivated a number of scholars to further investigate this area of research. Although the viability of vodcasts for language learning has been under-investigated, compared to that of podcasts, there has been some scholarly attention given to the implementation of EL with podcast and vodcasts in L2 contexts to improve L2 learners' listening skills (Alm, 2013;Bakla, 2018;Chen, 2019;Faramarzi, Tabrizi & Chalak, 2019;Rodgers, 2016;Schmidt, 2016;Yeh, 2013). For instance, in a recent extensive listening study informed by Vandergrift and Goh's (2012) metacognitive approach, Alm (2013) examined the use of podcasts for EL practice in an intermediate German class.…”

The impact of learner engagement on performance outcomes: a longitudinal study in accounting education

“…This study evaluates the effects of student engagement with vodcasting and collaborative discussion forums on performance outcomes. Previous research suggests that a substantial proportion of learning occurs outside the formal classroom through engagement with content knowledge and peer to peer collaborative learning environments (Lai, 2015; Halabi and Larkins, 2016; Faramarzi et al , 2019). However, prior studies have failed to consider the type of student cohort, particularly in the context of large numbers of international students enrolled in accounting education.…”

“…The extant literature maintains that listening to recorded lectures is expected to improve students’ performance because, as an online resource, it is highly integrated into the course, belonging to a coherent package (Cramer et al , 2007; Perera and Richardson, 2010). Faramarzi et al (2019) noted the significant positive effect on the performance of vodcasting via students’ engagement. In contrast, off‐campus students who are not engaging with the online resources are expected to perform poorly (Davies and Graff, 2005).…”

Identifying the contradictions in the technology enhanced language classroom

“…(Tafazoli et al, 2019) Research reflects this plurality. Areas include telecollaboration and distance learning (Lamy, Thomas, Reinders, & Warschauer, 2013;O'Dowd, 2013), 'vodcasting' (self-selected video casts) among distance learners (Faramarzi, Tabrizi, & Chalak, 2019), virtual worlds (Sadler, Dooly, Thomas, Reinders, & Warschauer, 2014) and digital feedback (Ware & Kessler, 2013). Other areas include CALL and learner autonomy (Bahari, 2019;Blin, 2004;Reinders & Hubbard, 2013;Schwienhorst, 2012), the use of automatic writing evaluation (AWE) (Li et al, 2019) and interactive courseware for writing (Tsai, 2019).…”