Student podcasting for teaching-learning at university

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• dc.contributor.author Acevedo de la Peña, Irene
• dc.contributor.author Cassany, Daniel
• dc.date.accessioned 2024-03-25T06:52:23Z
• dc.date.available 2024-03-25T06:52:23Z
• dc.date.issued 2024
• dc.description.abstract There is currently little research on the use of podcasting as a learning tool in the tertiary-level foreign language classroom. Here we attempt to partly fill that gap through a multiple case study of three university teachers who use this technology in their courses in Spanish as a foreign language. We obtained data for analysis primarily in two ways, through individual interviews with the teachers on two separate occasions and by compiling a corpus of all the podcasts (227 in total) the three teachers had used in their classes, most of them student-created. Given this last fact, our analysis focuses especially on the creation of podcasts by the students and the teacher’s role in the process. Our findings show that podcasting as an educational tool can offer significant benefits for language learning. Student-produced podcasts, in particular, provide students with a context to practice their foreign language speaking skills but also reading and writing skills are also heavily engaged in the process of writing a script for what they will say in their podcast. The production of podcasts can also be highly motivating for students if the final product is posted online on an open-access host site; this means that native speakers of the target language could be among the potential listeners. On the downside, the process of having students produce podcasts requires considerable time and preparation on the part of both teachers and students, and students who are shy or less comfortable with technology may find the task challenging.
• dc.description.sponsorship Also, the research on which this paper is based forms part of a project entitled “OralGrab. Grabar vídeos y audios para enseñar y aprender (PID2022-141511NB) from the Generación del Conocimiento 2022 call (AEI, Spanish government). It has also benefited from funding from the competitive group GRAEL (Grup d’Ensenyament i Aprenentatge de Llengües) with the reference AGAUR 2021 SGR471.
• dc.format.mimetype application/pdf
• dc.identifier.citation Acevedo I, Cassany D. Student podcasting for teaching-learning at university. Journal of Technology and Science Education. 2024 Feb 2;14(1):123-41. DOI: 10.3926/jotse.2509
• dc.identifier.doi http://dx.doi.org/10.3926/jotse.2509
• dc.identifier.issn 2014-5349
• dc.identifier.uri http://hdl.handle.net/10230/59534
• dc.language.iso eng
• dc.publisher OmniaScience
• dc.relation.ispartof Journal of Technology and Science Education. 2024 Feb 2;14(1):123-41
• dc.relation.projectID info:eu-repo/grantAgreement/ES/2PE/PID2022-141511NB-I00
• dc.rights Article’s contents are provided on an Attribution-Non Commercial 4.0 Creative commons International License. Readers are allowed to copy, distribute and communicate article’s contents, provided the author’s and JOTSE journal’s names are included. It must not be used for commercial purposes. To see the complete licence contents, please visit https://creativecommons.org/licenses/by-nc/4.0/.
• dc.rights.accessRights info:eu-repo/semantics/openAccess
• dc.rights.uri http://creativecommons.org/licenses/by-nc/4.0/
• dc.subject.keyword Podcasting
• dc.subject.keyword ICT and university
• dc.subject.keyword L2 teaching
• dc.subject.keyword Scaffolding
• dc.subject.keyword Learner agency
• dc.subject.keyword Multimodality.
• dc.title Student podcasting for teaching-learning at university
• dc.type info:eu-repo/semantics/article
• dc.type.version info:eu-repo/semantics/publishedVersion