Article Review Task 2

Article Review: Using Podcasts in the EFL Classroom by Anne Fox

1. Proper citation of the article:
1. Using Podcasts in the EFL Classroom
2. TESL-EJ, March 2008-Volume 11, Number 4
3. Anne Fox, co-host of Absolutely Intercultural blog
4. http://tesl-ej.org/ej44/a4.html
5. http://www.youtube.com/watch?v=7-F0Sk2W_DM


2. Summary of the article

i. The article discussed about the effectiveness of utilizing Podcasts in the EFL classroom. The article aims to discuss about which teachers have used the Absolutely Intercultural podcast and discusses the diverse levels of association feasible with podcasts from listening to creating and how these are based on our current perceptive of what signifies effective learning approaches. The article also endeavored to change teachers’ beliefs about the use of technology in enhancing students’ learning and motivation as many teachers believe that radio-style podcasts is meant for advanced learners, as follow-up activity for listening practice which can be done as homework. Furthermore, the article also intended to educate the teachers on how to adopt podcast in EFL classroom. It also highlights the advantages of integrating podcasts in EFL classroom.

ii. It is pertinent to provide learners an environment and opportunity where students may enrich their language learning and intrinsically boost their motivation in EFL classroom (Rogers 1965, p.389). Anne Fox claimed that there are six means that make people are intrinsically motivated to learn most successfully when the process is pleasurable. Adopting positive reinforcement in learning process will straightens future behavior of the learners and makes learning process pleasant (Santrock, J.W., 2001:232). Secondly, it is noted that learners become intrinsically motivated when they are able to organize the information equivalent their existing knowledge with the help from adult or skilled peers (Santrock, J.W., 2001:49). The existing knowledge of learners is prominent, teachers are required to ascertain and teach learners accordingly (Ausubel 1968, p.171). Moreover, learners is best motivated when learning process reflects their values and concerns and where the learners are given the opportunity to take control over the content and learning strategies they wished. Meaningful and relevant learning depends on the content of the lesson and the method used to teach it (Weinstein 1970, p.21). In addition, using podcasts in EFL classroom can enhance students’ listening and speaking skills. Similarly, radio and podcasts may share the same feature or role in providing listening experience for learners, but there are several features of podcasts make them better-quality to radio programmes as a listening experience for learners. Podcasts is claimed as an evolution in education because of the decisive and useful features it has. The critical features of a podcast are content choice, portability, and time shifting opportunities since these support adapted and mobile learning. The fact that English is still a leading Internet language benefits the EFL teachers the most as they have enormous alternatives. It is noted that both learners and educators can edit and remix most subscriptions. The purpose of the article is to demonstrate that talk radio type podcasts may have applications beyond the advanced learner target group in language learning. There are many podcasts for educational purposes that serve learners with diverse proficiency available such as drill podcasts, explicitly pedagogical podcasts, Simplified language podcasts and Student-produced podcasts. These podcasts assist both learners and teachers in enhancing learning as they both can make use of the podcasts as teaching materials in providing the learners with authentic lesson and also it gives learners opportunity to learn by their own via interesting podcasts. This way, it makes teachers’ life easier and encourages students to participate in learning. Learners learn best when they are part of the learning process (Illich 1971, p.44). This podcast is very effective and useful to be used in the EFL classroom. It benefits both teachers and learners as it can be used as homework and also listening for pleasure mainly for advanced and motivated learners. Whereas, listening to a short chunk is more suitable for low level of proficiency learners. Using podcasts in EFL classroom may help learners in improving their skills in grammar as they can make use of chunk as dictation practice. This may be opposed by many parties as it works deductively, but it trains learners’ grammatical accuracy. Podcasts can be classified as authentic teaching material in learning because it gives good and authentic exposures and highlights the differences between formal and written language. Furthermore, it is very practical for distance learning as podcasts able to provide clear and vivid information for distance learners. Thus, distance learners do not have to rely fully on written text.

3. Your Reaction

i. The topic of the article is very interesting and current as it talks about integrating the technology in EFL/ESL classroom. In my opinion, using podcasts as tools in learning second or foreign language may enhance students’ learning as it is fun, authentic and meaningful. Furthermore, the use of ICT tools such as podcasts facilitate diverse learning styles. Learners of diverse learning styles from both left and right brained needs is achieved by integrating technology in EFL classroom (HAFIZOAH KASSIM & ZURAINA ALI, 2007). Incorporating ICT devices in class also develop learners’ autonomy in learning.

ii. This article is a good article but it was written solely based on the point of view of the author (Anne Fox) although it was supported by several transcripts of interviews the author conducted with teachers who employ podcasts in their teaching. There is no specific research conducted to look into the effectiveness of using podcasts in EFL classroom. Thus, it resulted unclear data triangulation. I recommend the author to conduct a real survey based on questionnaires, interviews and observations on the use of podcasts in EFL classroom.

iii. I like the idea of using podcasts in EFL classroom because I strongly believe that by incorporating the ICT tools such as podcasts and so on able to augment students’ motivation and interest in language learning. Therefore, there is a need for educators to exploit students’ interest in technology in implementing the use of podcasts in EFL classroom. Educational podcasts is not widely used in Malaysia. This is because many teachers are comfortable with the traditional method of teaching that involves rote learning to happen. Typically, the current approach used in teaching in Malaysia is incompatible with what is encoded by the national curriculum (Habsah, 2006). In my point of view, by using podcasts in EFL classroom will contribute the implementation of student-centered learning as student has to take control of their own learning and develop students’ autonomy (Habsah, 2006). Malaysia tries to integrate technology in learning through the implementation of Smart School as the school is facilitated with advanced ICT tools that can be used in language learning.

4. References

i. http://www.absolutely-intercultural.com

ii. Brown, H.D.,2001 (Teaching by Principles An Interactive Approach to Language Pedagogy).

iii. Brandes, D.& Ginnis, P., 1986 (A Guide to Student-Centered Learning).