Video Podcasting as a Supplementary Language Learning Tool - A Study of Its Use, Student Access and Perceptions.

Autor/in	Chan, Wai Meng
Titel	Video Podcasting as a Supplementary Language Learning Tool - A Study of Its Use, Student Access and Perceptions.
Quelle	In: Electronic journal of foreign language teaching, 11 (2014) Supplement 1, S. 183-206 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang; Anmerkungen 1; Tabellen 8
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	0219-9874
Schlagwörter	Empirische Forschung; Digitale Medien; Auditives Medium; Video; Zweitsprachenerwerb
Abstract	Since 2003, podcasting has quickly established itself and attracted a large worldwide audience, predicted to reach 37.6 million by the end of 2013. Mirroring this trend is its increasing use as an educational medium. Efforts in materials development and language education research have thus far focused mostly on audio podcasting, despite the fact that the growing proliferation of mobile devices with video capability has also made video podcasting (vodcasting) a viable pedagogical option. Given the relative novelty of vodcasting, it is not surprising that little research has thus far been carried out on the use of this medium. There are as yet little empirically supported insights into the use of vodcasts or students' preferences and perceptions. This paper outlines the design and development of a course vodcast for German language beginners at a university in Singapore as well as the findings of an accompanying study based on a mixed research design employing a questionnaire consisting of quantitative and qualitative items, and focus group discussions. The analysis of the data reveals that students had the necessary technical and Internet resources to receive and view the vod-cast. While the access rate was high with 85.9% having viewed at least one unit of the vodcast, which was non-compulsory, and 65.0% at least half of the six units, these figures are lower than those reported in earlier studies for audio podcasts at NUS. Students' perceptions of the vodcast's design and quality were positive, although the mean ratings were slightly lower than those reported in previous studies for audio podcasts. Students would like to see improvements made to the technical quality of the units and to the design of the vodcast units, which they felt did not facilitate mobile use. A slim majority of the students preferred their course audio podcast to the vodcast, partly because the audio podcast had a broader coverage and contained more learning contents, but also because it was easier to access while on the move or performing other activities. The vodcast required more attentional capacity and was more distracting, making multitasking difficult. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2