Abstract
This study was conducted in order to inspect the impact of podcasts as learning and teaching tools on Iranian EFL learners’ motivation for listening as well as on their listening comprehension ability. It also investigated the learners’ perception towards podcasts. 34 intermediate learners who were homogeneous in terms of listening ability were chosen and then assigned into two groups. While the experimental group were given the treatment i.e. podcasts, the control group received the traditional practice. Data analysis results showed that the learners in the podcasting group surpassed the participants in the control group in their listening comprehension tests and in ELCMS scale as used to measure changes in the motivation of learners for listening. Students' views about the program were also elicited via podcast contribution questionnaire and individual interviews. The analysis of qualitative data showed that students perceived improvement in their listening achievement. Keywords : CALL, Listening skill, Motivation, Motivational strategies, Podcast
Highlights
Motivation is considered to be a key concept both in psychology and language education
The first part deals with testing the hypotheses of the study. In this part the quantitative data which are related to the impact of podcasts on the learners’ motivation for listening as well as on their listening comprehension ability are analyzed
The statistical procedures of the independent samples t-test was used to investigate the effect of listening to podcasts on Iranian EFL students' motivation level and on their listening comprehension ability
Summary
Motivation is considered to be a key concept both in psychology and language education. Those concerned with education, including teachers, students, and parents, mostly use the term to account for students' success or failure in educational settings. Traditional views of motivation have mostly tried to define the concept of motivation rather than how it can be used in educational settings to inspire hope to unmotivated learners. More and more researchers have embarked on the investigation of the educational implications of motivational strategies (e.g., Alison & Halliwell, 2002; Dornyei, 2001, 2006). Motivational research has reached maturation in terms of theoretical advances that they have begun to contribute to developments in practice and methodologies
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