Use of Podcasts in Mobile Assisted Language Learning: Instructor-Led Learning and Self-Regulated Learning

Year 2019, Volume: 15 Issue: 1, 1 - 27, 15.04.2019

Serkan Şendağ , Nuray Gedik , Mustafa Caner , Sacip Toker

https://doi.org/10.17860/mersinefd.455649

Cited By: 1

Abstract

Recently,
MALL (Mobile Assisted Language Learning) has been claimed to support seamless
and flexible learning for students. Reflecting these features, we aimed to
investigate the effectiveness of MALL that puts self –regulated learning and extensive-listening
into effect together, when compared to instructor-led with intensive-listening.
Therefore, two different English as Foreign Language methods, operationally
defined as instructor-led intensive-listening (N=29) and mobile self-regulated
extensive-listening (N=30), were implemented. The casual comparative research
design was used to attain the goal of the study. The quantitative data on
listening, speaking, and critical thinking skills as well as listening
strategies were collected to examine the effectiveness of the methods. Data
showed that there was significant difference between two methods in favor of
instructor-led intensive-listening in improving EFL listening, while no
significant difference was found in terms of speaking, critical thinking, and
listening strategies. Results highlight the use of instructor-led
intensive-listening method in promoting EFL listening considering the
limitations of the study

Keywords

English as a foreign language, mobile learning, teaching-learning strategies, listening skills, speaking skills, critical thinking

Mobil Destekli Dil Öğrenmede Podcast Kullanımı: Öğretici Merkezli Yoğun Dinleme ve Mobil Kapsamlı Dinleme

Abstract

Mobil Destekli
Dil Öğrenme (MODDÖ)’nin zamandan ve mekandan bağımsız esnek yapısının öğrenmeyi
destekleyeceği ileri sürülmektedir. Bu bağlamda, bu çalışmanın amacı (MODDÖ)’nün
mobil ortamda kapsamlı-dinleme (extensive-listening) ile birlikte işe
koşulduğunda öğretici-merkezli ve yoğun-dinlemenin (intensive-listening)
uygulandığı gruba göre etkililiğini araştırmaktır. Çalışmada denkleştirilmemiş-grup
yarı-deneysel araştırma deseninden yararlanılarak “öğretici-merkezli
yoğun-dinleme (N=29)” ve “mobil kapsamlı-dinleme (N=30)” olmak üzere iki farklı
yabancı dil olarak İngilizce dil becerisi geliştirme yöntemi karşılaşmıştır. Yapılan
deneyde, katılımcıların dinleme, konuşma ve eleştirel düşünme becerileri ile dinleme
stratejilerini geliştirmede hangi yöntemin daha etkili olduğu toplanan nicel
veriler ile ortaya çıkartılmaya çalışılmıştır. Ayrıca her iki gruptaki
katılımcıların sürece yönelik görüşleri yarı yapılandırmış görüşme formları
kullanılarak alınmış ve değerlendirilmiştir. Elde edilen bulgulara göre
öğretici-merkezli yoğun-dinlemenin katılımcıların dinleme becerilerini
geliştirmede mobil kapsamlı-dinlemeye göre daha olumlu ve istatistiksel açıdan
önemli bir etkisinin olduğu diğer değişkenler açısından gruplar arasında
istatistiksel açıdan anlamlı bir değişmenin olmadığı belirlenmiştir. Çalışma
bağlamındaki sınırlılıklar göz önünde bulundurularak öğretici-merkezli yoğun-dinlemenin
mobil kapsamlı-dinlemeye göre yabancı dil olarak İngilizce dinleme becerilerini
artırmada daha etkili olduğu sonucuna varılmıştır.

Keywords

yabancı dil olarak İngilizce, mobil öğrenme, öğretme-öğrenme stratejileri, dinleme becerileri, konuşma becerileri, eleştirel düşünme

References

• Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Unpublished MA Thesis, Colorado: Colorado State University.
• Abraham, L.B. ve Williams, L. (2009). Electronic discourse in language learning and language teaching. Philadelphia: John Benjamins Publishing.
• Abt, G. ve Barry, T. (2007). The quantitative effect of students using podcasts in a first year undergraduate exercise physiology module, Bioscience Education e-Journal, 10, 1-9.
• Akpınar, L. (2012). Türkiye’de yabancı dil eğitimi ve aşılamayan sorunlar.” Erişim adresi: http://www.egitisim.gen.tr/site/arsiv/74-34/689-yabanci-dil-ogretiminde-sorunlar.html
• Anderson, R., Anderson, R., Simon, B., Wolfman, S. A., VanDeGrift, T. ve Yasuhara, K. (2004). Experiences with a tablet PC based lecture presentation system in computer science courses. In ACM SIGCSE Bulletin, 36(1), 56-60.
• Anderson, R., Davis, P., Linnell, N., Prince, C., Razmo, V. ve Videon, F. (2007). Classroom presenter: Enhancing ınteractive education with digital ink”, Computer, 40(9), 56-61.
• Artun, S. (2005). Öğrencilerin öz düzenlemeye dayalı öğrenme stratejilerinin ve öz yeterlik algılarının öğrenme stilleri ve cinsiyete göre matematik başarısını yordama gücü. Yayımlanmamış Doktora Tezi, İstanbul: Yıldız Teknik Üniversitesi, SBE.
• Asher, J. (1979). Learning another language through actions: The complete teacher’s guidebook. Los Gatos: Sky Oaks Productions.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ:Prentice Hall.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Berne, J. E. (1998). Examining the relationship between L2 listening research, pedagogical theory, and practice. Foreign Language Annals, 31, 169–190.
• Campbell, D. T., Stanley, J. C. ve Gage, N. L. (1963). Experimental and quasi-experimental designs for research. Boston:Houghton Mifflin, 171-246.
• Carvalho, A. A. A. ve Aguiar, C. (2009). Impact of podcasts in teachers education: from consumers to producers. Proceedings of the 20th International Conference of the Society for Information Technology and Teacher Education, Charleston, South Carolina, USA, 2473-2480.
• Cebeci, Z. ve Tekdal, M. (2006). Using podcasts as audio learning objects. Interdisciplinary Journal of E-Learning and Learning Objects, 2(1), 47-57.
• Chang, A. C. S. (2009). Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System, 37(4), 652-663.
• Chen, Y. S., Kao, T. C., Sheu, J. P. ve Chiang, C. Y., A. (2002). Mobile scaffolding-aid-based bird-watching learning system. In Wireless and Mobile Technologies in Education Proceedings IEEE International Workshop on IEEE, 15-22.
• Chen, C. M. ve Li, Y. L. (2010). Personalised context-aware ubiquitous learning system for supporting effective English vocabulary learning. Interactive Learning Environments, 18(4), 341-364.
• Chinnery, G. M. (2006). Emerging technologies. Going to the MALL: Mobile assisted language learning, Language Learning ve Technology,10(1), 9-16.
• Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459.
• Corell, (ty). Intensive listening. University of Texas Austin, Feoregin Language Teaching Methods-Listening. Erişim adresi: https://coerll.utexas.edu/methods/modules/listening/02/intensive.php
• Çuhadar, C., Odabaşı, F. (2004). Mobil teknolojilerin eğitimde kullanımı. Uluslararası 2. Balkan Eğitim Bilimleri Kongresi, Edirne, 317-321.
• Davies, N. (1978). Putting receptive skills first. Department of Language and Literature, Linkoping University, Linkoping, Sweden.
• Ducate, L., Lomicka, L.(2009). Podcasting: An effective tool for honing language students' pronunciation?”, Language Learning ve Technology, 13(3), 66-86.
• Dupuy, B. C. (1999). “Narrow Listening: An Alternative Way to Develop and Enhance Listening Comprehension in Students of French as a foreign language”, System, 27(3), 351-361.
• Ellis, R. ve Le, C. (2016). The effects of inference-training and text repetition on Chinese learners’ incidental vocabulary acquisition while listening. Chinese Journal of Applied Linguistics, 39(2), 137-152.
• Facione, P.A. (1990). Critical thinking: A statement of expert consensus for purposes of educational assessment and ınstruction: research findings and recommendations (The Delphi Report). Prepared for the Committee on Pre-College Philosophy of the American Philosophical Association. ERIC ED 315 423.
• Facione, P.A., Facione, N.C. ve Giancarlo, C.A. (2000). The disposition toward critical thinking: ıts character, measurement, and relationship to critical thinking skill, Informal Logic, 20(1), 61-84.
• Fernandez-Duque, D., Baird, J. A., ve Posner, M. I. (2000). Executive attention and metacognitive regulation, Consciousness and Cognition, 9(2), 288-307.
• Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition, The Modern Language Journal, 75(2), 173-180.
• Field, J., (2008). Listening in the language classroom. Cambridge: Cambridge University Press.
• Fraenkel, J. R., Wallen, N. ve Hyun, H. (2012). How to design and evaluate research in education (8th ed.), New York, NY: McGraw-Hill.,
• Godwin-Jones, R. (2005). Skype and podcasting: Disruptive technologies for language learning. Language Learning ve Technology,9(3), 9-12.
• Hasan, M. M. ve Hoon, T. B. (2013). Podcast applications in language learning: A review of recent studies. English Language Teaching, 6(2), 128.
• Hulls, C. C. W. (2005). Using a tablet PC for classroom instruction. Proceedings of the 35th ASEE/IEEE Frontier in Education Conference, Indianapolis, IN, USA, T2G,T2G.
• Jones, G. (2013). Developing a CEFR-aligned test from scratch: a case study”, Conference paper presented at Language Testing in Europe: Time for a New Framework? Erişim adresi: www.ua.ac.be/LT-CEFR2013
• Jones, V. ve Jo, J. H. (2004). Ubiquitous learning environment: an adaptive teaching system using ubiquitous technology in beyond the comfort zone, Proceedings of the 21st ASCILITE Conference, 468-474.
• Kavaliauskiene, G. (2008). Podcasting: A tool for ımproving listening skills. The Journal of Teaching English With Technology (TEwT), 8, 4.
• Kökdemir, D. (2003). Belirsizlik durumlarında karar verme ve problem çözme. Yayımlanmamış Doktora Tezi, Ankara: Ankara Universitesi SBE.
• Krashen, S.D. (1982). Principles and practice in second language acquisition, Oxford: Pergamon
• Kukulska-Hulme, A.ve Traxler, J. (2005). Mobile learning: A handbook for educators and trainers. New York, NY: Routledge.
• Lafford, P. A. ve Lafford, B. A. (2005). CMC technologies for teaching foreign languages: What's on the horizon?, CALICO Journal,22(3), 679-709.
• Lord, G., (2008). Podcasting communities and second language pronunciation, Foreign Language Annals, 41(2), 364-379.
• Maag M. (2006). iPod, uPod? An emerging mobile learning tool in nursing education and students’ satisfaction, Who's learning? Whose technology? Proceedings ASCILITE 2006, Sydney- Avusturalia, 483-492.
• Miangah, T. M. ve Nezarat, A. (2012). Mobile-assisted language learning (MALL), International Journal of Distributed and Parallel Systems (IJDPS), 3(1), 309-319.
• Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner, San Diego, CA: Dominie Press.
• Mock, K. (2004). Teaching with tablet PC's. Journal of Computing Sciences in Colleges, 20( 2), 17-27.
• Mohsen, M. A. (2016). Effects of help options in a multimedia listening environment on L2 vocabulary acquisition. Computer Assisted Language Learning, 29(7), 1220-1237, doi:10.1080/09588221.2016.1210645.
• Montero Perez, M., Van Den Noortgate, W. ve Desmet, P. (2013). Captioned video for L2 listening and vocabulary learning: A meta-analysis. System, 41(3), 720–739, doi:10.1016/j.system.2013.07.013.
• Nataatmadja, I., Dyson, L. E. (2008). The role of podcasts in students’ learning, iJIM, 2(3), 17-21.
• Nation, I. S. P. ve Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York, NY: Routledge.
• Nunan, D. (1997). Listening in language learning. The Language Teacher, 23(9), 47-51.
• Nunan, D. (2001). The Cambridge guide to teaching English to speakers of other languages, Editör: Carter, R., Nunan, D., Cambridge: Cambridge University Press.
• Odabaşı, W. B., Lubke, J. K., Beard, J. L. ve Britt, V. G. (2011). Using podcasts to replace lecture: Effects on student achievement, Computers and Education, 57(3), 1885–1892.
• Odabaşı, H. F., Kuzu, A., Girgin, C., Cuhadar, C., Kıyıcı, M. ve Tanyeri, T. (2009). Reflections of hearing impaired students on daily and instructional PDA use, International Journal of Special Education, 24, 1.
• Ofqual (2014). General conditions of recognition. Erişim adresi: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/371266/2014-11-03-general-conditions-of-recognition-november.pdf
• Osada, N. (2004). Listening comprehension research: a brief review of the past thirty years, Dialogue, 3, 53–66.
• Oxford, R. (1993). Research update on L2 listening, System, 21, 205-11.
• Pearson. (2010). The revised Pearson test of English general, Pearson. Erişim adresi: www.pearsonpte.com
• Pearson, (2011). Guide to Pearson test of English general, Pearson. Erişim adresi: http://www.pearson.com.ar/files/pdf/PTEG_GuideL1.pdf
• Peters, K. (2007). M-learning: Positioning educators for a mobile, connected future, International Journal of Research in Open and Distance Learning, 8(2), 1-17.
• Rahimi, M. ve Katal, M. (2012). The role of metacognitive listening strategies awareness and podcast-use readiness in using podcasting for learning English as a foreign language, Computers in Human Behavior, 28(4), 1153-1161.
• Richards, J.C. (1990). The language teaching matrix. New York: Cambridge University Press.
• Richards, J. C. (2005). Second thoughts on teaching listening, RELC Journal, 36(1), 85-92.
• Richards, J. C. (2008). Teaching listening and speaking: from theory to practice. New York: Cambridge University Press.
• Rodrigo, V. (2003). Narrow listening and audio-library: the transitional stage in the process of developing listening comprehension in a foreign language, Mextesol Journal, 27(1), 9-25.
• Sarıçoban, A. (1999). The teaching of listening. The Internet TESL Journal, 5 (12), Erişim adresi: http://iteslj.org/Articles/Saricoban-Listening.html
• Sharples, M., Taylor, J. ve Vavoula, G. (2005). Towards a theory of mobile learning” In Proceedings of mLearn,1(1). 1-9.
• Shih, Y. E. (2005). Language in action: applying mobile classroom in foreign language learning. In Advanced Learning Technologies 2005”, Fifth IEEE International Conference on IEEE, 548-549.
• Siozos, P., Palaigeorgiou, G., Triantafyllakos, G. ve Despotakis, T. (2009). computer based testing using “digital ink”: participatory design of a tablet pc based assessment application for secondary education”. Computers and Education, 52(4), 811-819.
• Tabak, G. ve Göçer, A. (2014). Bottom-up And Top-down Processıng in Developing Listening Skill, International Journal of Language Academy, 2(1), 127-135.
• Taguchi, N. (2002). L2 learners’ strategic mental processes during a listening test, JALT Journal, 23, 26- 31.
• Vandergrift, L. (1997). The Cinderella of Communication strategies: receptive strategies in ınteractive listening, Modern Language Journal, 81, 494-505.
• Vandergrift, L. (2002). Listening: theory and practice in modern foreign language competence. Erişim adresi: http://www.lang.ltsn.ac.uk/resouces/goodpractice.aspx?resouceid=67
• Vandergrift, L. (2004). Listening to learn or learning to listen?, Annual Review of Applied Linguistics, 24, 3–25.
• Vandergrift, L. ve Tafaghodtari, M. H. (2010). Teaching L2 learners how to listen does make a difference: an empirical study, Language and Learning, 60(2), 470-497.
• Vandergrift, L. (2011). Listening: theory and practice in modern foreign language competence, Centre for Languages, Linguistics and Area Studies. Erişim adresi: www.llas.ac.uk/resources/gpg/67
• Vandergrift, L. ve Goh, C.M. (2012). Teaching and learning second language listening. New York: Routledge
• Winitz, H. ve Reeds, J. A. (1973). Rapid acquisition of a foreign language by the avoidance of speaking, IRAL, 11, 295-317
• Wipf, J. (1984). Strategies for teaching second language listening comprehension, Foreign Language Annals, 17, 345-48.
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
• Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A selfregulatory perspective. Educational Psychology, 33(2/3), 73–86.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Handbook of Self-Regulation. Editör: Boekaerts, M., Pintrich, P. R., and Zeidner, M. San Diego, CA:Academic Press.