Publication Date
2019
Document Type
Dissertation/Thesis
First Advisor
Hsu, Pi-Sui
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
Department of Educational Technology, Research and Assessment (ETRA)
Abstract
Similar to other types of mobile technologies, podcasts are believed to provide many advantages for language instruction, including English as a second language (ESL) learners’ listening skills and pronunciation and changes in their self-efficacy from using the podcasts for learning ESL. The convergent parallel mixed methods design used Mayer’s cognitive theory of multimedia learning and Bandura’s self-efficacy as foundations. It used 11 different instruments to collect quantitative data and qualitative data from two sections of an upper-intermediate ESL class at one university in Midwest United States. Quantitative data were collected using a pre-test, a post-test, and the note taking quizzes from the two sections. Pre-questionnaires and post-questionnaires to identify the change in students’ self-efficacy on using podcasts to learn ESL and to identify students’ technology usage were also collected at the beginning and at the end of the study, respectively. Additionally, students’ log-in frequency to the podcasts was also collected. Qualitative data were collected by conducting observations and interviewing six students and two instructors. One more instrument, which was the podcast evaluation survey, provided both quantitative and qualitative data.
The results of this study support previous literature that podcasts as supplementary learning material are effective tools for improving students’ language skills: listening, speaking, pronunciation, note-taking, and vocabulary. The study provides practical information for instructors/teachers regarding how to use podcasts for language teaching. Self-efficacy and motivation were found to be important factors for building students’ learning habits. Additionally, assigning students to listen to the podcasts outside of the classroom using their own devices promoted students’ confidence.
Recommended Citation
Ginting, Silvia Rehulina, "Exploring The Use of Podcasts on Students’ Language Learning and Change of Students’ Self-Efficacy About The Use of Podcasts" (2019). Graduate Research Theses & Dissertations. 7067.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/7067
Extent
246 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
