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ID 31119
本文ファイル
別タイトル
Weekly Use of Original English-Learning Podcasts in Classrooms
著者
NDC
教育
抄録(英)
In this paper, a classroom practice using Hiroshima University's English Podcast and the survey results are reported. The research was conducted in two classes of Enokida's "Challenging TOEIC", TOEIC-oriented courses, in 2010. The group consisted of 95 second-year students from the faculties of Engineering, Science, and Applied Biological Science, Hiroshima University. CALL rooms were used as classrooms, and Moodle as a learning management system. Ten to 20 minutes in every lesson were dedicated to listening activities, using a part of the latest episodes from "Easy English Conversation". Activities such as comprehension check, dictation, role playing, and summarizing were given based on paper worksheets, which were later digitized into pdf format and also "podcasted" on iTunes. Outside the classroom, students were instructed to listen to the whole episode on Moodle to prepare for quizzes on it in the following lesson. They were also required to listen outside the classroom to six episodes they chose from Hiroshima University's English Podcast, and to submit their "listening logs" on Moodle. A questionnaire survey on English learning using podcasts was conducted at the end of the term. The results of this classroom practice are reported, in comparison with the ones found in the previous research conducted in Enokida (2009), and emphasis is also put on the students' feedback in the questionnaire.

The following conclusions were reached: 1) By learning with originally-developed podcasts in classrooms during the course period, many students showed positive attitudes toward learning English with podcasts. 2) Many of them realized the benefits of podcasts and even felt improvement in their listening abilities. 3) Yet, certain points focused on by the teacher were not sufficiently learned by students. 4) It was difficult to give the same learning materials to students of various levels.

From this classroom practice, the following questions arise: 1) How can podcasts be systematically incorporated into a course syllabus? 2) Would it be effective to develop a variety of contents according to learners' levels? 3) Would it be beneficial to students if some of the episodes were written and recorded by themselves?
掲載誌名
広島外国語教育研究
14号
開始ページ
71
終了ページ
82
出版年月日
2011-03-01
出版者
広島大学外国語教育研究センター
ISSN
1347-0892
NCID
SelfDOI
言語
日本語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2011 広島大学外国語教育研究センター
部局名
外国語教育研究センター
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