Podcasting as Project-Based Learning and Its Effect on the Acquisition of Linguistic and Non-Linguistic Skills

Autor/inn/en	Amorati, Riccardo; Ferrari, Elisabetta; Hajek, John
Titel	Podcasting as Project-Based Learning and Its Effect on the Acquisition of Linguistic and Non-Linguistic Skills
Quelle	In: Language Learning in Higher Education, 12 (2022) 1, S.7-28 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2022-2036
Schlagwörter	Active Learning; Student Projects; Language Acquisition; Handheld Devices; Audio Equipment; Information Dissemination; Experiential Learning; Foreign Countries; College Students; Second Language Learning; Italian; Cultural Awareness; Student Attitudes; Pronunciation; Language Skills; Problem Solving; Interpersonal Relationship; Time Management; Personal Autonomy; Australia + Suchen Sie Ihr Suchwort? Aktives Lernen; Schulprojekt; Sprachaneignung; Spracherwerb; Audio-CD; Informationsverbreitung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Collegestudent; Zweitsprachenerwerb; Italienisch; Cultural identity; Kulturelle Identität; Schülerverhalten; Aussprache; Language skill; Sprachkompetenz; Problemlösen; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Zeitmanagement; Individuelle Autonomie; Australien
Abstract	This study explores the effectiveness of podcasting as an approach to project-based and experiential learning implemented in an intermediate Italian studies unit at an Australian university. In the project, students are asked to write and record a podcast script on a topic related to their experience as university students or to events concerning Italian culture or the Italian community in Australia. The podcasts are then used in class as learning material and some are also made available to an Australian Italian language radio service. The findings of our mixed-method study on students' evaluation of the project show that the activity is effective in helping students develop, reflect on and gain more confidence in their L2 skills (particularly pronunciation), and it also fosters the acquisition of non-linguistic skills, such as time management, problem solving, interpersonal abilities and autonomy. The results offer some important insights for future implementations of the project and further confirm the benefits of project-based experiential learning, and of podcasting specifically, as a learning tool in language teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01