Student podcasting for teaching-learning at university

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 languag...

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Autores: Acevedo de la Peña, Irene, Cassany, Daniel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2024
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/59534
Acceso en línea:http://hdl.handle.net/10230/59534
http://dx.doi.org/10.3926/jotse.2509
Access Level:acceso abierto
Palabra clave:Podcasting
ICT and university
L2 teaching
Scaffolding
Learner agency
Multimodality.
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spelling Student podcasting for teaching-learning at universityAcevedo de la Peña, IreneCassany, DanielPodcastingICT and universityL2 teachingScaffoldingLearner agencyMultimodality.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.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.OmniaScience202420242024info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/59534http://dx.doi.org/10.3926/jotse.2509reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésJournal of Technology and Science Education. 2024 Feb 2;14(1):123-41info:eu-repo/grantAgreement/ES/2PE/PID2022-141511NB-I00Article’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/.http://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/595342026-06-12T07:21:37Z
dc.title.none.fl_str_mv Student podcasting for teaching-learning at university
title Student podcasting for teaching-learning at university
spellingShingle Student podcasting for teaching-learning at university
Acevedo de la Peña, Irene
Podcasting
ICT and university
L2 teaching
Scaffolding
Learner agency
Multimodality.
title_short Student podcasting for teaching-learning at university
title_full Student podcasting for teaching-learning at university
title_fullStr Student podcasting for teaching-learning at university
title_full_unstemmed Student podcasting for teaching-learning at university
title_sort Student podcasting for teaching-learning at university
dc.creator.none.fl_str_mv Acevedo de la Peña, Irene
Cassany, Daniel
author Acevedo de la Peña, Irene
author_facet Acevedo de la Peña, Irene
Cassany, Daniel
author_role author
author2 Cassany, Daniel
author2_role author
dc.subject.none.fl_str_mv Podcasting
ICT and university
L2 teaching
Scaffolding
Learner agency
Multimodality.
topic Podcasting
ICT and university
L2 teaching
Scaffolding
Learner agency
Multimodality.
description 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.
publishDate 2024
dc.date.none.fl_str_mv 2024
2024
2024
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/59534
http://dx.doi.org/10.3926/jotse.2509
url http://hdl.handle.net/10230/59534
http://dx.doi.org/10.3926/jotse.2509
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Journal of Technology and Science Education. 2024 Feb 2;14(1):123-41
info:eu-repo/grantAgreement/ES/2PE/PID2022-141511NB-I00
dc.rights.none.fl_str_mv http://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv OmniaScience
publisher.none.fl_str_mv OmniaScience
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
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