Podcasting for the ESL/EFL Classroom 2013 - Live Session Week 2
Benefits and Drawbacks of Podcasting in EFL
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Transcript of Benefits and Drawbacks of Podcasting in EFL
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Benefits and drawbacks of using podcasts in the EFL classro
om
Matthew T. AppleDoshisha University, Institute of Language and Culture,Kyoto, Japan
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Presentation order• Podcast explanation• Previous research / projects• Current study background• Demonstration of podcasts and web
pages• Discussion of benefits / drawbacks• Future directions / questions
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• Online radio shows using RSS feeds
• In essence, podcasts are a kind of online subscription service
What are podcasts?
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Podcast origins• Apple MacIntosh iPod• iPod + broadcast = Podcast• The first podcasts appeared in late 2004• There were an estimated 30,000+ podcasts in ci
rculation as of fall 2005 (according to www.podcastalley.com)
However…However… You do not need an iPod or mp3 player to listen to or subscribe to podcasts!
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Popular podcast sites• www.podcastalley.com• www.podcastnews.com• www.podomatic.com
• The last one was used in the class in the current study
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EFL/ESL podcasts• A large number of podcasts exist for learne
rs of English (also small numbers for learners of German, Portuguese, Spanish, Korean, Chinese, etc.)
• Most of these podcasts are created by native speakers (e.g., The Daily English Show)
• Only a few podcasts by non-native speakers (i.e., learners) exist
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Podcasts in SLA research• Diem (2005) mentioned the potential of
podcasts as an alternative source of aural input to learners
• McCarty (2005) described the history of podcasting and his university’s decision to require all students to have iPods
• Stanley (2006) detailed possible steps for learners to create their own podcasts in English
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SLA Hypotheses and Concepts
• Comprehensible input (Krashen, 1982)• Comprehensible output (Swain, 1985)• Interaction (Long, 1983)• Multiple Intelligences (Gardner, 1982)• Noticing (Schmidt, 1990)• ZPD (Vygotsky, 1938/1978)• Problem-solving (von Glaserfield, 1995)• Learner agenda (Warschauer, 2000)• Cooperative Learning
(Kaplan, 1994; Slavin, 1995; Jacobs et al., 2002)
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CALL criteria (Chappelle, 2001)
1. Language Learning Potential2. Learner Fit3. Meaning Focus4. Authenticity5. Positive Impact6. Practicality
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The Podcast Co-construction Hypothesis
• Listening to podcasts increases input, but…
• Making podcasts enables learners to• (Co-)Create• Negotiate• Monitor• Control• Have more fun with
their language use
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Background of the current study
• 20 second-year Japanese university students (non-English majors)
• English Workshop 3-speaking• Course met twice per week (Mon & Fri)• 90 minutes each class meeting• Monday class meeting was in a normal
classroom, Friday was in a computer classroom
• No streaming, wide range of proficiencies
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Structure of the classesMonday
• Vocabulary word cards• Pronunciation sheets (phonemes, reductions,
sentence rhythm, etc.)• Work on podcast ideas/script/practice
Friday• Read student-recommended podcasts and the
n follow links and listen• Type scripts/peer review/practice
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Structure of podcast creation1. Brainstorm in groups of 2, 3, or 42. Write a summary of the show3. Write a first draft of the script4. Peer review another group’s script5. Rewrite the script and practice6. Record in the studio / do interviews7. Edit recordings / add effects or music8. Post to individual podomatic web sites9. Listen to classmates’ podcasts and evaluate
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Student podcast “schedule”
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Podcast examples from class• http://mapple.podomatic.com
• This is my podcast page for English pronunciation
• There are links to my students’ pages
• http://ew3freipod.blogspot.com• Each week, students had to recommend at
least one podcast by describing it briefly and providing the URL
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FREiPOD web site from podomatic
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Students’ recommendations
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Student Podcast example
2 Man Show
News21
ESS Show
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Student peer evaluation
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Benefits• Students noticed their language use, eithe
r by listening to themselves or by listening to each other
• Students actively asked their friends outside class and their relatives to listen to their podcast and paid attention to feedback
• Students were able to see (via statistics) that others outside their classroom/ campus/ region/country were listening
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Benefits (2)• Increased autonomy / agenda• Improved group work skills (for some)• Improved motivation and desire to use E
nglish• “I had fun!”*• “I enjoyed creating the podcast”• “I liked learning about computer editing”• “I could record myself for the first time”
* Quotes are from an end-of-semester online questionnaire
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Drawbacks• Technology difficulties
• The computer classroom was equipped with 48 IBM laptops that were three years old and had no microphones (some had no sound)
• Internet access was often painfully slow• Only 4 computers in the multimedia center h
ad appropriate audio editing software• Students didn’t have flash memory sticks
(need for easy-access HD to store projects)
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Drawbacks (2)• Classroom demands
• Twice per week for 13 weeks -- enough time?• Different proficiency & motivation levels of students
possibly encouraged “social loafing”• Assessment of performance difficult
• Student beliefs about language learning• “I don’t think I’m improving”*• “I don’t like to work in a group”*• “Is this correct English?” **• Teacher-centered classroom exposure may have en
couraged a “When are you going to teach us something?”attitude toward classroom behavior
*Quotes are from an end-of-semester online questionnaire
**Spoken in class
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Future directions• Investigate possible increases in studen
t English proficiency• Investigate possible changes in student
motivation or desire to use English• Investigate possible changes in learner
beliefs about language learning and/or use of computers
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Contact informationMatthew T. [email protected]://mapple.podomatic.comhttp://homepage.mac.com/matthewtapple
• Feel free to contact me at my snail mail:Doshisha UniversityInstitute of Language and Culture1-3 Tatara-miyakodani, Kyotanabe-shi 610-0394 JAPAN
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Thank you for listening!
See (and hear) you again in cyberspace