Using podcasts to support learners` positive attitude to listening comprehension in Tefl
Bibliographic Data
| ID | 22227675 |
|---|---|
| Authors | Bozena Horvathova (0000-0002-0611-2623, Constantine the Philosopher University in Nitra), Katarína Krištofovičová (0000-0002-8272-5624) |
| Year | 2020 |
| Volume | 2020-1 |
| Issue | 3 |
| Pages | 91-105 |
| Publication date | 2020-09-18 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Role of Language Journal (JOURNAL) |
| Journal identifiers | ISSN: 2657-9774 • E-ISSN: 2657-9774 |
| Publisher | International Association for the Educational Role of Language (PUBLISHER) |
| DOI | 10.36534/erlj.2020.01.07 |
| OpenAlex | W3193559366 |
| Language | EN |
| References cited | 2 |
The aim of the article is to find out how the Internet-based resources (podcasts) affect listening comprehension of learners at a lower secondary school level. First, the concept of listening comprehension, listening strategies, approaches, and possible listening problems in English language learning are tackled. Further on, podcasts, their advantages, disadvantages as well as their appropriate use in English classroom is discussed. Based on relevant theories, application of chosen podcasts in the classroom at a lower secondary level through action research was carried out. The application of the action research showed that podcasts integrated in the classes at all listening stages help develop listening comprehension of learners. By designing suitable lesson plans and introducing challenging activities intensive listening in the classroom can be taught in a meaningful and motivating way. / Key words: TEFL, listening comprehension, intensive and extensive listening, podcasts, bottom-up and top-down strategies, action research
Action research · Active listening · Comprehension · Informational listening · Listening comprehension · Mathematics education · Multimedia · Pedagogy · Reflective listening · The Internet · World Wide Web · Communication · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reflective Practices in Education · Second Language Learning and Teaching
| Highly cited | No |
|---|