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THE POWER OF STORY: USING PERSONAL NARRATIVE, COMPUTER TECHNOLOGY AND PODCASTING WITH YOUNG ADULT ENGLISH LANGUAGE LEARNERS

100%
Pierson S. J.
Teaching English with Technology
|
2014
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vol. 14
|
issue 4
3-16
EN
One way to ensure a high quality, personalized literacy program for English language learners is to use the learners’ own lives and experiences as curriculum. Creating spaces for students to compose and share stories results in a strong sense of community facilitates the development of authentic literacy skills and increases student motivation and achievement. Present day, multimedia, networked computers provide a range of informational communicative and publishing tools that can be used to dissolve classroom walls, bringing the students out and the world inside. Moreover, students who work on projects using computers demonstrate increased cooperation and collaboration. For this project, young adult learners from diverse cultures, studying English as a second or other language at a community college made use of computer technology to compose personal narratives and share them with others. Results indicate that using student stories as texts and sharing those texts via podcasting enhances literacy skills, increases student confidence and selfefficacy, and inspires them to work for the common good. The study involved only two small classes of multicultural students, but the strong success of the project suggests using students’ life stories as curriculum and computer technology as a means of sharing is a powerful model of instruction.
2
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PODCASTING: A TOOL FOR IMPROVING LISTENING SKILLS

100%
Kavaliauskienė G.
Teaching English with Technology
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2008
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vol. 8
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issue 4
EN
Skills of listening in learning a foreign language have been neglected in spite of being most needed ability in everyday communication. Ability to follow a speaker and respond appropriately needs to be taught like all other language skills. An innovative approach to teaching listening skills has emerged due to audio publishing online. It is known as ‘podcasting’ and has become very popular because it offers language learners extra listening practice both inside and outside of the classroom. Moreover, podcasting as online communication technology is a new way to inspire learning: it provides an exciting way for students and educators to explore and discover educational content. Applicability of podcasting to teaching English needs researching. This paper describes research into learners’ perceptions of online listening to podcasts, self-evaluation of their own performance in individual listening practice and reflections on ways of improving listening skills. The findings give insights into a practice of developing listening competence. Some implications of research are described including a recommendation for blended learning, i.e. combination of multiple approaches to learning by harmonizing online listening with classroom audition activities in teaching / learning English.
3
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STRUCTURED DIALOGUE DESIGN IN LAMS THROUGH INTERACTIVE LECTURE PODCASTING

80%
Dobozy E.
Teaching English with Technology
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2011
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vol. 11
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issue 1
1-18
EN
This paper explores the utility of interactive lecture podcasting in LAMS and the impact of structured dialogue design. It reports how curriculum renewal and innovation were greeted with scepticism by teacher education students enrolled in a compulsory curriculum unit at an Australian university. An analytic induction methodology in conjunction with educational data mining techniques was used to analyse the data. The purpose of the study was to understand one aspect of students’ active participatory learning behaviour deemed vital for their success in higher education (HE): willingness to engage in online peer-to-peer dialogue. The paper closes with a recommendation for more systematic monitoring of HE students’ online learning behaviour.
4
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Podcasting jako technologia audio. Perspektywy rozwoju

71%
Stachyra G.
Studia Medioznawcze
|
2017
|
issue 1 (68)
29-41
PL
Artykuł prezentuje zagadnienie podcastingu jako jednej z technologii przemysłu audio. Rozważania zmierzają do wskazania czynników wpływających na rozwój podcastingu, w tym narzędzi umożliwiających rozpowszechnianie podcastów i zwiększanie ich audytoriów. Przeprowadzone analizy dotyczą także przyczyn stosunkowo małej popularności podcastingu w Polsce, szczególnie w porównaniu do dużych rynków USA czy Kanady.
EN
The paper presents the podcasting as one of the audio industry’s technologies. It aims to map the key factors in the development of podcasting, with special emphasis on tools that enable distribution and the audience enlargement. It also points out low popularity of podcasting in Poland in comparison to the larger markets in USA or Canada.
5
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LEARNERS’ PERCEPTIONS AND ATTITUDES TOWARDS L2 VODCASTING TASKS IN AN E-LEARNING PROJECT

61%
Faramarzi S., Tabrizi H. H., Chalak A.
Teaching English with Technology
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2019
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vol. 19
|
issue 3
3-21
EN
The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners’ perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received twelve weeks of treatment which included working on five different genres of vodcasting tasks. Participants received vodcasting tasks via Telegram application and were asked to do them in specific stages. In order to measure the participants’ attitudes and perceptions, a learner engagement questionnaire was electronically distributed. The results revealed that the learners viewed the experience as significantly positive and constructive. It is concluded that the vodcasting technology can be executed independently as it can change the studying habits of learners, facilitate the monitoring process and the assessment system, maximize cooperation among the learners, and improve the relationship between the learners and the instructor.
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