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ABSTRACT
Listening is considered as the most frequently used language skill in almost any
communication, yet it is often observed to be particularly difficult, and
sometimes causes anxiety and frustration among foreign and second language
learners. Successful communication can be hindered without accurate
understanding of the spoken message. Several research studies have suggested
the use of podcast materials to develop ESL learners’ listening comprehension.
This study examines ESL students’ perceptions and attitudes towards the use of
podcasts in terms of developing their listening competence. Perceptions and
attitudes towards podcasts have been investigated through a survey
questionnaire. The vast majority of the respondents stated that they enjoyed
using podcast and that it had stimulated their interest in learning English. They
also acknowledged that the use of podcasts could help improve their language
skills particularly listening.
Introduction
Communication competence involves mainly four skills: reading, writing
speaking, and listening. Among the skills, listening in learning a foreign and
second language has not been given much attention in spite of being the most
needed ability in everyday communication. Without precise understanding of the
spoken message, successful communication cannot be achieved. Like other
language skills such as reading, writing and speaking, listening can be learned
systematically. In earlier times, a trait of part of learning and teaching listening
was to use professionally produced newscasts, radio, and/or TV programs. With
new computer technologies and Internet resources such as podcast, English
language learners are now able to learn various skills of English Language.
Podcasting is considered one of the novel forms of audio and video materials
which offer language learners many opportunities to practice language skills,
especially in listening comprehension. Some research studies have already
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Research has shown that podcast helps independent learning (Stoten, 2007),
enhances academic success (Lee & Chen, 2007), reduces stress and promotes
students’ cooperation (Lee & Chen, 2007; Vess, 2006), provide learners with
examples of real speech and other authentic materials (Chan & Lee, 2005;
Thorne & Payne, 2005; Stanley, 2005). In language learning, several studies
have stated that learners can use podcast for developing various skills of English
language (Kim & King, 2011; Lord, 2008; O’Bryan & Hegelheimer, 2007;
Rosell-Aguilar, 2007). Rosell-Aguilar (2007) explains that podcasting facilitates
self-paced learning as well as provides slower learners a platform for
remediation. Kaplan-Leiserson (2005) points out that podcasting can provide
another channel for material review as well as assists learners’ listening skills.
Language learning is influenced by many factors and the most significant and
facilitating factor is positive attitude (Mian, 1998). Teachers often find it difficult
to motivate students both inside and outside the classroom. The use of podcasts
can assist this aspect. Several studies (Kavaliauskienė & Anusienė, 2009; Lord,
2008) have been conducted previously on English language students’ podcast use
and their attitudes and perceptions of the podcasts’ design and usefulness. In
most of the cases, students’ perceptions of the podcasts were found to be
positive. For example, Kavaliauskienė and Anusienė’s (2009) research study
examined learners’ perceptions of online listening to podcasts. The participants
of the study were from Mykolas Romeris University, Lithuania. Most of the
participants (76%) showed positive attitudes to the techniques of developing
listening skills using podcasts.
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