Hostname: page-component-cd9895bd7-8ctnn Total loading time: 0 Render date: 2024-12-27T07:11:45.022Z Has data issue: false hasContentIssue false
  • English
  • Français

MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom

Published online by Cambridge University Press:  01 January 2009

M’hammed Abdous ,
Margaret M. Camarena  and
Betty Rose Facer
M’hammed Abdous
Affiliation:
Old Dominion University, Center for Learning Technologies, 336 Gornto Center, Norfolk, Virginia23529 (email: mabdous@odu.edu)
Margaret M. Camarena
Affiliation:
Old Dominion University, Social Science Research Center, 2016 Batten Arts & Letters, Norfolk, Virginia23529 (email: mcamaren@odu.edu)
Betty Rose Facer
Affiliation:
Old Dominion University, Foreign Languages and Literatures, 4022 Batten Arts and Letters, Norfolk, Virginia23529 (email: bfacer@odu.edu)
Get access Rights & Permissions [Opens in a new window]

Abstract

Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students. In this paper, we present the results of an initial study which compares the academic benefits of integrating podcasts into the curriculum against using them as a supplemental/review tool. The study’s findings indicate that when instructors use podcasts for multiple instructional purposes (e.g., to critique student projects and exams, for student video presentations, for student paired interviews, to complete specific assignments, dictations, in roundtable discussions, or for guest lectures), students are more likely to use this technology and to report academic benefits. While the study is limited by small sample sizes and by some within-group variation in instructional techniques, the study provides initial evidence that podcast technology has the potential to provide greater benefits if it is used more than simply as a tool for reviewing. The study’s positive findings indicate that additional research to examine the effects of specific instructional uses of podcast technology is merited.

Keywords

Academic podcastingportabilitymobile assisted learninglearner-centeredinstructional tool
Type
Original Article
Information
ReCALL , Volume 21 , Issue 1 , January 2009 , pp. 76 - 95
Copyright
Copyright © European Association for Computer Assisted Language Learning 2009

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bongey, B., Cizadlo, G.Kalnbach, L. (2006) Explorations in course-casting: podcasts in higher education. Campus-Wide Information Systems, 23(5): 350–367.CrossRefGoogle Scholar
Chinnery, G. M. (2006) Emerging technologies: Going to the MALL: Mobile assisted language learning. Language Learning and Technology, 10(1): 9–16. http://llt.msu.edu/vol10num1/emerging/default.htmlGoogle Scholar
Copley, J. (2007) Audio and Video podcasts for lectures for campus-based students production and evaluation of student use. Innovations in Education and Teaching International, 44(4): 387–399.CrossRefGoogle Scholar
Donelly, K.Berge, Z. (2006) Podcasting: Co-opting MP3 Players for Education and Training Purposes. Online Journal of Distance Learning Administration, 9(3). http://www.westga.edu/~distance/ojdla/fall2006/donnelly93.htmGoogle Scholar
Edirisingha, P.Salmon, G. (2007) Pedagogical models for podcasts in higher education. http://hdl.handle.net/2381/405Google Scholar
Evans, E. (2008) The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers & Education, 50: 491–498.CrossRefGoogle Scholar
Facer, B., Abdous, M.Camarena, M. (2009) The Impact of Academic Podcasting on Students: Learning Outcomes and Study Habits. In: de Cassia Veiga Marriott, R. and Lupion Torres, P. (eds.) Handbook of Research on E-Learning Methodologies for Language Acquisition. IRM Press: Cypertech Publishing.Google Scholar
Gass, S. M. (2003) Input and interaction. In: Doughty, C. and Long, M. H. (eds.) Handbook of second language acquisition. Malden, MA: Blackwell, 224–255.CrossRefGoogle Scholar
Gass, S. M.Mackey, A. (2007) Input and interaction, and output in second language acquisition. In: Van Patten, B.Williams, J. (eds.), Theories of second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, 175–199.Google Scholar
Herrington, J.Kervin, L. (2007) Authentic Learning Supported by Technology: ten Suggestions and cases of integration in Classroom. Education Media International, 44(3): 219–236.CrossRefGoogle Scholar
Huntsberger, M.Stavitsky, A. (2007) The New “Podagogy”: Incorporating Podcasting into Journalism Education. Journalism & Mass Communication Education, Winter: 397–410.Google Scholar
Kukulska-Hulme, A. Shield, L. (2007) An overview of mobile assisted language learning: can mobile devices support collaborative practice in speaking and listening? http://vsportal2007.googlepages.com/Kukulska_Hulme_and_Shield_2007.pdfGoogle Scholar
Kurtz, B., Fenwick, J.Ellsworth, C. (2007) Using Podcasts and Tablet PCs in Computer Science. ACMSE 2007: proceedings, March 23–24. Winston Salem, NC, USA.CrossRefGoogle Scholar
Lee, M.Chan, A. (2007) Reducing the effects of isolation and promoting inclusivity for distance learners through podcasting. Turkish Online Journal of Distance Education-TOJDE, 8(1): 85–104.Google Scholar
Oblinger, D.Oblinger, J. (2005) Educating the Net Generation. Boulder: Colorado.Google Scholar
Reynard, R. (2003) Using the internet as an instructional tool. Proceedings of the 8th Annual Mid-South Instructional Technology Conference. Murfreesboro, Tennessee, March 30–April 1, 2003.Google Scholar
Sawatpanit, M., Suthers, D. Fleming, M. (2004) Brix: Meeting the needs of online second language learning. Proceedings of the 37th Hawai’i International Conference on the System Sciences.CrossRefGoogle Scholar
Stanley, G. (2006) Podcasting: Audio on the Internet Comes of Age. TESL-EJ, 9(4). http://www-writing.berkeley.edu/TESL-EJ/ej36/int.htmlGoogle Scholar
Thorne, S.Payne, J. (2005) Evolutionary trajectories, internet-mediated expression, and language education. CALICO, 22(3): 371–397.CrossRefGoogle Scholar
Thurmond, V. A., Wambach, K., Connors, H. R.Frey, B. B. (2002) Evaluation of student satisfaction: Determining the impact of a web-based environment by controlling for student characteristics. American Journal of Distance Education, 16(3): 169–189.CrossRefGoogle Scholar
Wang, Y. (2004) Supporting synchronous distance language learning with desktop videoconferencing. Language Learning and Technology, 8(3): 90–121.Google Scholar
Zhao, Y., Alvarez-Torres, M. J., Smith, B.Tan, H. S. (2004) The non-neutrality of technology: A theoretical analysis and empirical study of computer mediated communication technologies. Journal of Educational Computing Research, 30(1): 23–54.CrossRefGoogle Scholar
Zhao, Y., Lei, J., Yan, B.Tan, H. S.Lai, C. (2005) What make the difference? A practical analysis of research on the effectiveness of distance education. Teachers College Record, 107(8): 1836–1884.CrossRefGoogle Scholar