Document Type : Research Paper
Authors
Urmia University
Abstract
The current study probed the effect of podcasting and vlogging on Iraqi EFL learners’ oral proficiency and willingness to communicate (WTC). In so doing, the participants’ perceptions concerning the efficacy of these technological resources for improving their spoken proficiency and WTC were also explored. Forty-five learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling to conduct the study. Successive to administering the oral proficiency and WTC scales, the researchers initiated the intervention, which lasted for 14 sessions, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. The data collected for the quantitative phase were analyzed using one-way analysis of variance (ANOVA) and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups gained better speaking scores on the posttest and exhibited higher degrees of WTC in comparison to the control group. The qualitative analysis indicated that the participants had positive attitudes toward using podcasting and vlogging to improve their oral proficiency. The findings are thought to have practical implications for teachers, learners, and other educational stakeholders in the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.
Keywords
Main Subjects
Alavinia, P., & Agha Alikhani, M. (2014). Willingness to communicate reappraised in the light of emotional intelligence and gender differences. Procedia - Social and Behavioral Sciences, 98, 143–152. https://doi.org/10.1016/j.sbspro.2014.03.400
Allan, D. (2004). Oxford placement test. Oxford University Press.
Baran, E. (2007). The promises of videoblogging in education. Selected Papers on the Practice of Educational Communications and Technology Presented at The Annual Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (Vol. 2, No. 30, pp. 10-18).
Bingham, A. J., & Witkowsky, P. (2022). Deductive and inductive approaches to qualitative data analysis. In C. Vanover, P. Mihas, & J. Saldaña (Eds.), Analyzing and interpreting qualitative data: After the interview (pp. 133-146). SAGE Publications.
Burns, A. (2012). A holistic approach to teaching speaking in the language classroom. In Linguistic Symposium, University of Stockholm, Stockholm.
Chan, W. M., Chi, S. W., Chin, K. N., & Lin, C. Y. (2011). Students’ perceptions of and attitudes towards podcast-based learning: A comparison of two language podcast projects. Electronic Journal of Foreign Language Teaching, 8(1), 312–335.
Considine, D., Horton, J., & Moorman, G. (2009). Teaching and reaching the millennial generation through media literacy. Journal of Adolescent & Adult Literacy, 52(6), 471–481. https://doi.org/10.1598/JAAL.52.6.2
Constantine, P. (2007). Podcasts: Another source for listening input. The Internet TESL Journal, Retrieved from http://iteslj.org/Techniques/Constantine-PodcastListening.html
Devana, T., & Afifah, N. (2021). Enhancing students’ speaking skill and motivation through Instagram vlog. Advances in Social Science, Education and Humanities Research, 513, 358–363. https://doi.org/10.2991/assehr.k.201230.131
Elahi Shirvan, M., Khajavy, G. H., MacIntyre, P. D., & Taherian, T. (2019). A meta-analysis of L2 willingness to communicate and its three high-evidence correlates. Journal of Psycholinguistic Research, 48, 1241–1267. https://doi.org/10.1007/s10936-019-09656-9
Faramarzi, S., Tabrizi, H. H., & Chalak, A. (2019). Learners’ perceptions and attitudes towards L2 podcasting tasks in an e-learning project. Teaching English with Technology, 19(3), 3–21.
Goh, C. C. M., Goh, C., & Burns, A. (2012). Teaching speaking. Ernst Klett Sprachen.
Gromik, N. (2008). EFL learner use of podcasting resources: A pilot study. The JALT CALL Journal, 4(2), 47–60. https://doi.org/10.29140/jaltcall.v4n2.62
Han, R., Alibakhshi, G., Lu, L., & Labbafi, A. (2024). Digital communication activities and EFL learners’ willingness to communicate and engagement: Exploring the intermediate learners’ perceptions. Heliyon Journal, 10(3), Article e25213. https://doi.org/10.1016/j.heliyon.2024.e25213
Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using Audioblogs to assist English-language learning: An investigation into student perception. Computer Assisted Language Learning, 21(2), 181–198. https://doi.org/10.1080/09588220801943775
Hung, S. T. (2011). Pedagogical applications of vlogs: An investigation into ESP learners' perceptions. British Journal of Educational Technology, 42(5), 736–746. https://doi.org/10.1111/j.1467-8535.2010.01086.x
Kang, S. J. (2005). Dynamic emergence of situational willingness to communicate in a second language. System, 33, 277–292. https://doi.org/10.1016/j.system.2004.10.004
Kaplan-Leiserson, E. (2005). Trend: Podcasting in academic and corporate learning. Learning Circuits, 5(6), 398–401. http://www.learningcircuits.org
Kashanizadeh I., Ketabi, S., & Shahrokhi, M. (2024). Investigating technological innovation in English language teaching: Iranian EFL instructors in focus. Journal of Modern Research in English Language Studies, 11(1), 53-77. https://doi.org/10.30479/jmrels.2023.18165.2155
Lan, G., Nikitina, L., & Woo, W. S. (2021). Ideal L2 self and willingness to communicate: A moderated mediation model of shyness and grit. System, 99, 1–11, https://doi.org/10.1016/j.system.2021.102503
Lee, J. S., & Liu, L. (2024). Dynamicity of EFL learners’ willingness to communicate in an online class. Journal of Multilingual and Multicultural Development, 45(6), 2078–2096. https://doi.org/10.1080/01434632.2022.2039677
MacIntyre, P. D., & Ayers-Glassey, S. (2020). Measuring willingness to communicate. In P. Winke, & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp.187–198). Routledge. https://doi.org/10.4324/9781351034784-21
MacIntyre, P. D., & Charos, C. (1996). Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15(1), 3–26. https://doi.org/10.1177/0261927X960151001
Mogallapu, A. (2011). Social network analysis of the video bloggers' community in YouTube [Master’s thesis]. https://scholarsmine.mst.edu/masters_theses/4879
Nikitina, L., & Lan, G., & Woo, W. S. (2022). L2 motivation and willingness to communicate: A moderated mediation model of psychological shyness. Linguistics Vanguard, 8(1), 225–235. https://doi.org/10.1515/lingvan-2021-0125
Pawlak, M., & Mystkowska-Wiertelak, A. (2015). Investigating the dynamic nature of L2 willingness to communicate. System 50(2), 1–9. https://doi.org/10.1016/j.system.2015.02.001
Pawlak, M., Mystkowska-Wiertelak, A., & Bielak, J. (2016). Investigating the nature of classroom willingness to communicate (WTC): A micro-perspective. Language Teaching Research, 20(5), 654–671. https://doi.org/10.1177/1362168815609615
Rakhmanina, L., & Kusumaningrum, D. (2017). The effectiveness of video blogging in teaching speaking viewed from students’ learning motivation. Proceedings of ISELT FBS Universitas Negeri Padang, 5, 27–34.
Ramirez, M., & Li, X. (2009). Learning and sharing in a Chinese high-technology cluster: a study of inter-firm and intra-firm knowledge flows between R & D employees. New Technology, Work and Employment, 24(3), 277–296. https://doi.org/10.1111/j.1468-005X.2009.00234.x
Richard, R. D., Junko, Y., & Joseph, S. (2002). Impact values. Longman.
Rostami, M. A., Azarnoosh, M., & Abdolmanafi-Rokni, S. J. (2017). The effect of podcasting on Iranian EFL learners’ motivation and attitude. Theory and Practice in Language Studies, 7(1), 70–78. http://dx.doi.org/10.17507/tpls.0701.09
Sanad, H. A. (2021). Developing EFL oral communication skills and motivation through vlogging. CDELT Occasional Papers in the Development of English Education, 74(1), 97–119. https://doi.org/10.21608/opde.2021.195311
Sloan, S. (2005). Podcasting: An exciting new technology for higher education. Paper Presented at Community of Academic Technology Staff.
Swain, M. (2000). The output hypothesis and beyond: Mediating acquisition through collaborative dialogue. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 97–114). Oxford University Press.
Taheri, S., Khoshsima, H., Beikian, A., & Mohammadian, A. (2024). The impact of dropbox paper as an online collaborative tool on the academic writing skills of Iranian EFL learners. Journal of Modern Research in English Language Studies. https://doi.org/10.30479/jmrels.2024.21117.2441
Yeh, H. C., Chang, W. Y., Chen, H. Y., & Heng, L. (2021). Effects of podcast-making on college students’ English speaking skills in higher education. Educational Technology Research and Development, 69, 2845–2867. https://doi.org/10.1007/s11423-021-10026-3
)