Studentauthored podcasting in the EFL Classroom A reflection

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Student-authored podcasting in the EFL Classroom - A reflection on the need for overt

Student-authored podcasting in the EFL Classroom - A reflection on the need for overt consideration of the pedagogical and social purposes of integrating studentauthored podcasting in the EFL syllabus Kristen Sullivan (Shimonoseki City University) kris@shimonoseki-cu. ac. jp http: //www. shimonoseki-cu. ac. jp/~sullivan UNTELE 2007, 29 th March 2007 1

What is a podcast? ¡ A hybrid of ipod and broadcasting ¡ Online audio

What is a podcast? ¡ A hybrid of ipod and broadcasting ¡ Online audio (and video) content marked by the incorporation of RSS feeding allowing users to subscribe to podcasts and have them automatically downloaded to their PCs and mp 3 players. ¡ Is this distinction necessary for educational podcasting? 2

Pedagogical Possibilities of Podcasting - Why Podcasting in EFL? ¡ Listening l Listening skills:

Pedagogical Possibilities of Podcasting - Why Podcasting in EFL? ¡ Listening l Listening skills: ¡ ¡ l ¡ authentic texts: World Englishes, various dialects, natural speed educational podcasts Content: cultural understanding, real time information, autonomy-building Production l l Oral skills Cross-cultural awareness and understanding through podcast exchanges 3

Podcast Production: stages where learning/practice can potentially occur updating planning/ recording rehearsal editing broadcasting

Podcast Production: stages where learning/practice can potentially occur updating planning/ recording rehearsal editing broadcasting listening responding/ feedback 4

Why do podcasting in EFL? ¡ ¡ ¡ Motivation Building ? ? ? It’s

Why do podcasting in EFL? ¡ ¡ ¡ Motivation Building ? ? ? It’s cool and new… exploiting the “novelty factor” ? ? ? Exploiting a technology the learners are familiar with ? ? ? 5

Message of this Presentation ¡ Introducing technology into the classroom doesn’t automatically equal an

Message of this Presentation ¡ Introducing technology into the classroom doesn’t automatically equal an increase in motivation. ¡ We need to make pedagogical considerations the focus behind the decision to use podcasting in EFL situations (=integrate podcasting into the syllabus). ¡ These pedagogical decisions should shape the types of activities, frequency of recordings and broadcastings, group formations, etc, that we use. ¡ Be fully aware of the (social/pedagogical) needs of the particular student group in question and be willing to adapt to these needs as identified throughout the life of the project. 6

The Project (1) - Motivation behind the original class Case Study 1 (October 2005

The Project (1) - Motivation behind the original class Case Study 1 (October 2005 – February 2006) Purpose: To address issues of off-taskness and lack of (extended) use of the target language in class. Reasoning: l l l Hypothesized that podcasting and group project work may be exploited to develop motivation amongst students ( on-taskness increased use of the target language) Project work: authentic & purposeful use of the target language Podcasting: new, fun and interesting medium 7

The Project (1) - The students and the institution ¡ ¡ ¡ ¡ Regional

The Project (1) - The students and the institution ¡ ¡ ¡ ¡ Regional university in Japan Students predominately Japanese, also exchange students from China and Turkey Various levels of English and language backgrounds Various levels of motivation Third year students in second semester (job hunting) Non-English majors, elective subject English conversation class 8

The Project (1) - Structure of the course First half: examining radio programs –

The Project (1) - Structure of the course First half: examining radio programs – their features, differences across genres, language of the radio ¡ Second half: formation of groups, planning, scripting, practicing and recording programs ¡ Last class: listening of all programs and class-level feedback ¡ 9

The Project (1) - A Success? Their Programs * Creative, original, authentic * Makiko’s

The Project (1) - A Success? Their Programs * Creative, original, authentic * Makiko’s hot love counseling show * Leave it to Yukari * Ask Ayano * The Movie Studio (an interview with anime director “Miyazaki”) * S&K Radio (interviews with foreigners about their lives in Japan) * Hot Teenage Radio (introduces young people with guts and hot beats) * A Current Affairs program with Yuki * All reported the experience to be rewarding and enjoyable * * * BUT No significant increase in use of the target language More instances of being offtask Change in language skills? In class preparation – a waste of time? No feedback on their spoken English during the semester No major exchange at a class level 10

Student Voices ¡ ¡ Class level interaction Inter-group collaboration Social Needs (commented on by

Student Voices ¡ ¡ Class level interaction Inter-group collaboration Social Needs (commented on by most students) ¡ ¡ ¡ Too much Japanese when preparing Less in-class preparation time More non-podcast related activities Pedagogical Needs (commented on by a couple of students) Matched my observations and reflections on the class 11

Other variables possibly affecting the success of the project: Case Study 1 Need to

Other variables possibly affecting the success of the project: Case Study 1 Need to be Absenteeism monitored throughout ¡ Lateness the project ¡ Large class numbers ¡ Recording technology not readily & individually available ¡ 12

Teacher reflections on the project/ Goals for Project 2 ¡ ¡ Pedagogical activities Increase

Teacher reflections on the project/ Goals for Project 2 ¡ ¡ Pedagogical activities Increase chances of feedback = increase number of podcast recordings and broadcastings Increase access to the recording technology Multiple, unfixed group formations Goals for Class 2 – (October 2006 – February 2007) Use digital recording as a way to develop students’ consciousness of their spoken language and spoken communication: * capture spoken language allowing for review * provides a defined task – concentration, continued speaking Use podcasting as the vehicle for this: * the cycle of podcasting is pedagogically beneficial * meaningful and authentic 13

The Project (2) - The structure of the course ¡ Focus on spoken speech:

The Project (2) - The structure of the course ¡ Focus on spoken speech: tips on keeping up a conversation. Recording 1: Interview between students about their summer holiday (2 groups, 3 -4 people each) ¡ News: investigated features of news and common language. Recording 2: Whole class recording reporting on the school festival (including recordings taken during the festival) Recording 3: Individual news stories (gap listening activity & on the spot discussion and feedback). ¡ Agony Aunt/Call in Program: investigate agony aunt genre and language of advice. Everyone prepared a personal problem to talk about. Focused on one student’s problem with each student taking a different angle (whole class, not recorded). Followed up with class party. ¡ Reviews (extension on listening homework) investigated review genre and language of reviews. Class joint construction of a review (written). Recording 4: Individual podcast reviews (shared in class) Recording 5: Ran out of time: interview style *Extended podcast listening homework and presentation at the beginning of each class* 14

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Student Voices from regular feedback About spoken expression/pronunciation ¡ “I think the sentences are

Student Voices from regular feedback About spoken expression/pronunciation ¡ “I think the sentences are too monotonous” (Naoki, Miki, Atsuko) ¡ “My voice is small. I want to speak in a bigger voice than now” (Masaki) ¡ “I think the method of pausing and intonation was bad” (Miki) ¡ “The program was not easy to listen to because it was too fast” (Naoki) ¡ “My voice is too low and difficult to hear. I want to try and talk in a higher voice” (Ayumi) ¡ “My pronunciation is not smooth” (Kazuki) ¡ “I think this program is smoother than last week’s program” (Gao Lei) About listening (pronunciation) ¡ “I couldn’t understand the question, “Do you like it? ” I heard it as, “Do you like eat? ” I thought my turn ended and relaxed my guard. I made a mistake. ” (Miki) 16

Student Comments 1 - about listening to own voice ¡ ¡ “It was shameful.

Student Comments 1 - about listening to own voice ¡ ¡ “It was shameful. ” (Miki) “Listening to my recorded voice was very embarrassing. When I heard my voice from the recorder, I think it is strange, it may make the listener feel the speaker is infant. Anyway, I feel so strange that I don’t want to listen again so much. ” (Shinji) “Listening to our own voice is a good idea. I have not listened to my voice. When I listen to my voice I can find my English bad point about voice tone and pronunciation for the first time. ” (Ayumi) “At first I felt sick because I realized many things. My pronunciation is bad. My accent is sick. And my voice is not familiar to me!! But by recording and listening to my voice, I observed my speaking by different views than before. I checked my speaking many times when recording. In that process, I realized many questions and asked the teacher. After than, I checked my speaking again. This is a good way to study English. ” (Hiroko) 17

Student Comments 1 continued… - about listening to own voice ¡ ¡ “When I

Student Comments 1 continued… - about listening to own voice ¡ ¡ “When I heard my voice for the first time, it was disgusting. But I was able to notice the feature (pronunciation, tone, speed, etc) of my voice. I can become a better English speaker if I break these habits. ” (Naoki) “To listen to my voice was very strange. Usually I didn’t listen to my voice. So I think my voice was very strange. I thought that I want to be a good voice man through this program. ” (Kazuki) “Although I am a bit ashamed about listening to my voice, I think it is a chance to improve my pronunciation. From it, I feel my English gradually getting fluent. ” (Gao Lei) “I think it is useful for my English practice to record and listen to my voice because I can check the pronunciation. ” (Atsuko) 18

Student Comments 2 - about group work ¡ ¡ ¡ “I think the radio

Student Comments 2 - about group work ¡ ¡ ¡ “I think the radio programs that everyone cooperated for were interesting. ” (Miki) “I was happier making it with everyone than if I made it alone. And talking about making radio program was as happy as recording with everyone. Because, when everyone does one thing, I always obtain the feeling of accomplishment. ” (Naoki) “I also hope everyone joins in it positively. ” (Gao Lei) “In the end of the year and semester we got the party which is so important for us. This kind of party makes us friendly mood to talk with each other, sometimes in English. ” (Shinji) “I enjoyed this class very much because I could make friends. I thought that few members are good for class. I want to go drinking too. ” (Kazuki) “I can enjoy talking in English with each other. ” (Ayumi) 19

Student Comments 3 - about being the DJ ¡ “The radio program that I

Student Comments 3 - about being the DJ ¡ “The radio program that I enjoyed most is DJ Kazuki. Because I could DJ. I like to preside. So DJ was very comfortable for me. ” (Kazuki) ¡ “I think making radio programs was useful for my English. I always interested in making radio English programs, I especially enjoyed it as a DJ. I can practice my pronunciation, expression-skills and speaking English in front of all students. I also hope everyone joins in it positively. ” (Gao Lei) 20

Student Comments 4 - about time for making the podcasts ¡ “I think making

Student Comments 4 - about time for making the podcasts ¡ “I think making radio programs was useful. But it’s short time to make radio program. I wanted more time. ” (Ayumi) ¡ “I think making radio programs was useful for my English practice but I couldn’t make programs which satisfied me sometimes because the time is too short to think about the content of the programs. ” (Atsuko) ¡ “My favorite radio program is the university festival. Since I had enough time and chance to prepare it and interview somebody to prepare it. And, I as a DJ join in the radio program first. From making the program I really have learned something that I did not know. ” (Gao Lei) 21

Visual image of the classes Case Study 1 Recording Listening Feedback Planning Case Study

Visual image of the classes Case Study 1 Recording Listening Feedback Planning Case Study 2 Chances for multiple Broadcast/ Feedback (self, classmates, recordings gap listening teacher) Planning & Language Activities * Listening (in-class, afterclass: self, classmates) Positives and Negatives with both approaches Process repeated with different topic and groupings 22

Other variables possibly affecting the success of the project: Case Study 2 Still issue

Other variables possibly affecting the success of the project: Case Study 2 Still issue with absenteeism due to job hunting ¡ Smaller class numbers ¡ Individual access to the technology ¡ 23

Lessons learnt Using the technology in ways which will truly address the students language

Lessons learnt Using the technology in ways which will truly address the students language needs: short-term projects, numerous chances for feedback, focus on the message and interlanguage improvement over final product slickness. Giving students as much access to the technology as possible. Adequate time for preparation and recording Appropriate group formations 24

Mark Warshauer (1996) ¡ “The effectiveness of CALL [or technological developments in general] cannot

Mark Warshauer (1996) ¡ “The effectiveness of CALL [or technological developments in general] cannot reside in the medium itself but only in how it is put to use. ” 25

Michael Rost (2007) ¡ “According to Donald Norman (2004), for any new technology to

Michael Rost (2007) ¡ “According to Donald Norman (2004), for any new technology to be effective, it must be intuitively helpful and elegantly efficient. In the case of language teaching, this means the technology must – immediately and transparently – help us teach better than we do already. If it doesn’t, we simply shouldn’t use it. ” = pedagogical aspects ¡ “In addition, Norman says, for any new technology to be widely adopted, it must appeal to the emotions as well as to reason. If people don’t enjoy using a particular technology, no matter how logically useful it may be, they will tend to shun it. ” = social aspects 26

Michael Rost: standards for evaluating the use of technologies in the classroom ¡ ¡

Michael Rost: standards for evaluating the use of technologies in the classroom ¡ ¡ Do they give learners more opportunities to learn? Do they help learners learn more effectively? Do they help learners become better language learners – more motivated, satisfied, more selfdirected, more “intelligent”? Do they make our job easier, more enjoyable, more rewarding? “New Technologies in Language Education: Opportunities for Professional Growth” by Michael Rost: www. longman. com/ae/multimedia/pdf/Mike. Rost. PDF. pdf 27

Seven Points for effective teaching in Undergraduate Education (AAHE Bulletin) ¡ ¡ ¡ ¡

Seven Points for effective teaching in Undergraduate Education (AAHE Bulletin) ¡ ¡ ¡ ¡ Interaction between students and teachers Cooperation among students Active learning Feedback Time on task/Effective time management Communicate high expectations for student work Accommodate diverse talents and learning styles 28

References ¡ ¡ ¡ ¡ Debski, R. (2000) “Exploring the Recreation of a CALL

References ¡ ¡ ¡ ¡ Debski, R. (2000) “Exploring the Recreation of a CALL Innovation” Computer Assisted Language Learning 13(4 -5), pp. 307 -332 Kaplan-Leiserson, E. (2005, June). Trend: Podcasting in Academic and Corporate Learning Circuits. Retrieved 28 February 2007, from http: //www. learningcircuits. org/2005/jun 2005/0506_trends Mc. Carty, Steve (2005) “Spoken Internet to go: popularization through Podcasting” JALT CALL Journal 11(2) pp. 67 -74 Rost, Michael. (2007) “Commentary: I’m only trying to help: A role for interventions in teaching listening” Language Learning & Technology 11(1): 102 -108 http: //llt. msu. edu/vol 11 num 1/rost Rost, Michael. “New Technologies in Language Education: Opportunities for  Professional Growth” : www. longman. com/ae/multimedia/pdf/Mike. Rost. PDF. pdf Thorne, Steven L. and J. Scott Payne. (2005) “Evolutionary Trajectories, Internet-mediated Expression, and Language Education. ” CALICO Journal 22(3) pp. 371 -397 Warschauer, Mark. (1996) Computer-assisted language learning: An introduction. In, S. Fotos (Ed. ) Multimedia Language Teaching (pp. 3 -20). Tokyo: Logos. International. 29