Title: EFL Learner Use of Podcasting Resources: A Pilot Study
(click here for the research)
Journal: The JALT CALL Journal, 2008, Vol. 4, No.2
Author: Nicolas Gromik, Senior Lecturer at Tohoku University. He is currently works at Tohoku University as a senior lecturer of computer-assisted language learning and English as a foreign language. He frequently publishes on the benefit of integrating filmmaking and video editing into the language classroom and regularly offers workshops on moviemaking and video editing using Windows Movie Maker software; most recently, he has run workshops in China, India, Japan, and Poland. He also participates in the Electronic Village Online video training seminars.
i The Aims of the Research:
The aims of this study are solely to gather evidence about the students’ autonomous use of iPod technology in EFL classroom and to investigate the educational benefits of this technology towards EFL classroom. The researchers are specifically interested in investigating whether the implementation of this technology opportunity is feasible for the teachers and students. How do learners use technology to develop their target language awareness? The following variables; students’ selection of iTunes video podcast resources, use of iPod technology outside of class time, and viewing strategies, occur in answering the question. The findings of this research are primary intended to inform educators that allowing students’ autonomy in technology is promising and advantageous.
ii The Methodology of the Research:
This method of this study was organized into three parts. In order to find the accurate result of this study, the researchers use both qualitative and quantitative approaches. This study exploits in-class observation and interviews; Show-and-Tell - What is on your iPod (Week 4), iPod Operation Activity, (Week 8), to present the qualitative data and the daily questionnaire; Survey (Burns, 2000), to provide the quantitative data. The quantitative data was measured in terms of regularity, locality and frequency of use (Seliger & Shohamy, 1989).
iii The Subject/Sample of the Research:
Two Japanese students of Advanced English Multimedia course were selected to represent the study. The class was met 90 minutes once a week during the course of a 15-week term.
Subject A: A male student from the Education Department with a TOEIC score of 750.
Subject A: A female student from the Electronics Department with a TOEIC score of 739.
iv The Findings of the Research:
a) Activity Show-and-Tell – What is on your iPod?
As stated in the findings, the respondents were able to use the iPod satisfactory as they had the liberty in choosing the appropriate audio-visual resources from the iTunes catalogue that foster the target language development. However, the findings stated that if the video resources are not on par with their language proficiency they usually give up watching it. The respondents mentioned that they gained educational benefits when the videos were appropriate with the level. In the nutshell, the students’ autonomy with the technology was clearly beneficial.
b) iPod Operation Activity
As been indicated in the research, the students were instructed to change their iPod so that they would be using the video that they were not familiar with. According to the findings, the male student enjoyed the first video most whereas the female student enjoyed the second video. However, in the second activity, both of them indicated that it was strange to use the think aloud method as they believed they didn’t need to justify to themselves. Both students also stated that the video resources didn’t give them the authentic feeling of the language culture. The students responded that this activity didn’t affect their performance negatively during the interviews.
c) Daily Questionnaire Responses
The study collected the evidence showings that the respondents have had actually develop a preferred pattern in learning English language via iPod during the leisure time. The students were able to develop a regular habit of use of the day that most convenient with them. The findings also stated that the students were able to broaden their viewing spectrum once they shared their videos in class.
v REFLECTION:
This research surely captured my interest due to the topic of the research alone. O foreseen that the use of podcasting in language classroom will bring numerous educational advantages. Plus, the autonomy elements of the podcasting motivate me to know more about the findings of the research. Besides, the findings also tease my curiosity about the relevancy of the implementation of the subject matter. I had gone through this research from A to Z thoroughly in order for me to fully comprehend the prominent gist of this research. I found out that this fresh education concept very motivating as well appealing. Apart from improving the educational system, this notion will nurture the students to develop self-governing in learning the target language as the students have the liberty in choosing their own audio and visual materials for the target language. Thus, it will not limit the students ability to learn the target language in their own pace and ways.
In my personal opinion, this study was properly conducted as a pilot study where in the future this study may works as the catalyst for the evolution of education system to another level. I acknowledged that this study was well conducted by the researcher. All of the significant factors in determining the feasibility of adapting the podcasting resources in language classroom have been critically analyzed despite the limitations that have been mentioned in the research. However, I believed there is still room for improvement due to the research budget. The result of this study can’t be generalized to all the education institutions and therefore the budget should be satisfactory in continuing doing this research in the future.
Based on my own perspective of this subject matter, I believed that, the implementation of using podcasting resources in Malaysia educational system will surely increase the numbers well-rounded students. However, this approach is more like to be rational and relevant if it is to be implemented in the higher institutions due to the cognitive development of the individuals. The students will surely fully utilize the autonomy feature in this approach to their advantage and due to that they will be able to comprehend the target language features in the means that suit them best accordingly with their language proficiency. Besides, the implementation may foster the intellectual exchanges between students positively because of its feasibility and practicality. It will surely be the medium of teaching and learning instruction of the target language among themselves without having to wait the language materials provided by their respective educators. This is without a doubt will contribute to positive learning environments and booming outcomes.
