Abstract
This study aims to investigate the perceptions of pre-service English language teachers towards the use of podcasts. In addition, it surveys to what extent the pre-service language teachers use Web 2 tools in their academic lives as well as in their personal lives and their views on the benefits and drawbacks of podcasts. The Teaching Language Skills Course designed specifically for the third year pre-service teachers is blended with podcasting in a web-based platform. Twenty-two pre-service language teachers who take the course constitute the working group. The theoretical background of this study is based on social constructivism and a mixed method research design is used. The questionnaire and face-to-face interviews are held at the beginning and the results are compared to see if there is a significant change. Results show that participants have a positive view of podcasts in general and have a tendency to use the podcasts in their following teaching career.
Highlights
Technology, beyond any doubt, has become an inseparable part of our lives at an accelerated pace over the last few decades
The opinions of preservice language teachers of the advantages of podcasting have not been investigated sufficiently. This is crucial for getting the most out of this tool and maintaining a well-organised learning environment for language learners. Since they are expected to be pioneers of innovative applications as prospective teachers, this research question sought the opinions of pre-service language teachers on the favourable aspects of podcasts integrated into a Teaching Language Skills course
This study has depicted the utilisation of podcasts in a Teaching Language Skills course within a pedagogical perspective
Summary
Technology, beyond any doubt, has become an inseparable part of our lives at an accelerated pace over the last few decades. Advances of the Internet, communication and information technologies have led the majority of people to use both the Internet and digital technologies in their personal and professional lives. These improvements have opened a new era for education and reshaped the teaching and learning process, as well. Teachers are the facilitators, guides and motivators in a lifelong learning process They should be able to benefit from a wide range of communication and information technologies in their work and encourage their learners’ to make use of these technologies while taking the responsibility of student learning in a student-centered learning environment. The Internet and information technology are well suited to be used within the learnercentered approach
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