Podcasts and English-Language Learning

2019 ◽  
Vol 11 (1) ◽  
pp. 20-35
Author(s):  
Yuping Mao ◽  
Martin Guardado ◽  
Kevin R. Meyer
Keyword(s):  
Second Language ◽  
Nontraditional Students ◽  
Language Learning ◽  
English Language ◽  
Learning Experience ◽  
Community Services ◽  
English Language Learning ◽  
Educational Settings ◽  
Language Programs ◽  
Non Profit

There are three ways to use podcasts in education: accessing podcasts created by others, teacher-created podcasts, and student-created podcasts. This chapter focuses on the use of teacher-created and student-created podcasts in an English as a second language (ESL) class. Existing literature on the use of podcasts in learning primarily focuses on formal educational settings, while nontraditional students in freely available language programs provided by non-profit organizations (NPOs) remain unexplored. Thus, the authors examine how podcasting enhances immigrants' English language learning experience in an ESL course offered by an NPO that provides community services to immigrants in Canada. This chapter addresses pedagogical and organizational affordances and challenges of using podcasts in language learning and provides recommendations for their implementation in NPOs.

Integrating Chinese Community into Canadian Society

2014 ◽  
pp. 459-483 ◽  
Author(s):  
Yuping Mao ◽  
Martin Guardado ◽  
Kevin R. Meyer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Community Services ◽  
Student Experiences ◽  
Language Programs ◽  
Non Profit ◽  
Program Coordinators ◽  
Study Approach ◽  
Organizational Benefits

The use of podcasting technology in language learning presents a unique set of challenges and holds a great deal of promise for digital natives as well as for newcomers to technology. The literature on podcasts in learning mainly focuses on student experiences in formal educational settings, while questions related to nontraditional students in freely-available language programs provided by non-profit organizations remain unexplored. Taking a case study approach, this research examines how podcasting enhances the English learning experiences of students in an English as a Second Language (ESL) course offered by a non-profit organization that provides community services to immigrants in Canada. This chapter discusses instructional and organizational benefits as well as the challenges of applying podcasts in language training. By triangulating the experiences of the students, instructor, and program coordinators, we are able to examine the effectiveness of such a program and offer recommendations for similar programs in the future.

scholarly journals Integrating Chinese Community into Canadian Society

2014 ◽  
pp. 1550-1568
Author(s):  
Yuping Mao ◽  
Martin Guardado ◽  
Kevin R. Meyer
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Community Services ◽  
Student Experiences ◽  
Language Programs ◽  
Non Profit ◽  
Program Coordinators ◽  
Study Approach ◽  
Organizational Benefits

The use of podcasting technology in language learning presents a unique set of challenges and holds a great deal of promise for digital natives as well as for newcomers to technology. The literature on podcasts in learning mainly focuses on student experiences in formal educational settings, while questions related to nontraditional students in freely-available language programs provided by non-profit organizations remain unexplored. Taking a case study approach, this research examines how podcasting enhances the English learning experiences of students in an English as a Second Language (ESL) course offered by a non-profit organization that provides community services to immigrants in Canada. This chapter discusses instructional and organizational benefits as well as the challenges of applying podcasts in language training. By triangulating the experiences of the students, instructor, and program coordinators, we are able to examine the effectiveness of such a program and offer recommendations for similar programs in the future.

scholarly journals Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris

2016 ◽  
Vol 2 (4) ◽  
pp. 257
Author(s):  
Ria Herwandar ◽  
Denny Azhari Safryono
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
English Language Learning ◽  
Young Learners ◽  
School Subjects ◽  
Primary Curriculum ◽  
Level Of Understanding

<p><em>Abstrak</em><strong> – Penelitian ini memiliki judul Evaluasi Cambridge International Primary Programme Siswa SD Al Azhar pada Mata Pelajaran Sains dalam Bahasa Inggris'. Tujuan dari penelitian ini adalah untuk mengidentifikasi tingkat pemahaman dan kelancaran dalam melakukan ujian sains yang berisi bahan ESP / EAP. Hasilnya sangat tak terduga menjanjikannya. Siswa telah mencapai hasil yang baik di semua bidang ilmu pengetahuan seperti biologi, kimia, fisika dan penyelidikan ilmu pengetahuan dan telah terbukti bahwa siswa di usia tua bisa belajar dan memperoleh bahasa kedua dan bahasa pertama di dasar kesetaraan sekitar tiga belas tahun. Oleh karena itu, peserta didik muda harus intensif bahasa Inggris dalam membantu mereka mengembangkan pelajaran sekolah lainnya dalam kurikulum utama Inggris.</strong></p><p><strong> </strong></p><p><strong><em>Kata Kunci – </em></strong><em>Science enquiry, biologi, kimia, fisika, ESP/EAP</em></p><p><em> </em></p><p><em>Abstract –</em><strong> This research has a title of ‘Evaluation Cambridge International Primary Programme for Pupils of Al Azhar in  Science’. The purpose of the research is to identify their level of understanding and fluency in doing science examinations which contains ESP/EAP materials. The results have been unexpectedly promising. The pupils have achieved good results in all areas of science such as biology, chemistry, physics and science enquiry and it has been proved that pupils in the age of around thirteen years old could learn and acquire second language and first language in equal basis.  Therefore, Young learners should be intensively exposed to excellent English language learning in helping them developed other school subjects within the English primary curriculum.</strong></p><p><strong> </strong></p><strong><em>Keywords </em></strong><em>– Science enquiry, biology, chemistry, physics, ESP/EAP</em>

Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps

2020 ◽  
pp. 145-165
Author(s):  
Inmaculada Garnes-Tarazona
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Cultural Theory ◽  
Theoretical Framework ◽  
Mobile Technologies ◽  
English Language Learning ◽  
Second Language Teaching ◽  
Cultural Elements

Second language teaching and learning has experienced a change towards the use of mobile technologies inside and outside the classroom. The goal of this article is twofold: to compare and evaluate three different commercial English language learning apps (Duolingo, Babbel, and Busuu) that cover the four skills (speaking, writing, listening, and reading), and to analyze the learning theory supporting their design. These applications include in their homepage the option of interactive learning with friends. However, as this article shows, each app offers a different level of interaction and collaboration. The theoretical framework for this analysis is grounded on Vygotsky's Socio-cultural theory.

scholarly journals AN ANALYSIS ON INDONESIAN ELT TEXTBOOK FOR GRADE XI FROM THE PERSPECTIVE OF SLA PRINCIPLES USING LITTLEJOHN’S FRAMEWORK

2021 ◽  
Vol 9 (2) ◽  
Author(s):  
Christina Atika Yulina
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
Textbook Analysis ◽  
English Language Learning ◽  
Ministry Of Education ◽  
Textbook Evaluation ◽  
Material Analysis

This paper outlines a procedure for language textbook analysis from the perspective of second language acquisition (SLA) principles using a minimally modified version of Littlejohn’s three-level framework by Guilloteaux as a preliminary procedure to textbook evaluation for selection. The aim is to analyze to what extent does Indonesian ELT textbook for grade XI reflects the universal SLA principles. The universal SLA principles used as material analysis criteria in this paper were drawn from the literature selected by Guilloteaux. This analysis revealed that the Indonesian ELT textbook by the Ministry of Education and Culture reflected SLA principles closely. Although only in-use evaluation can determine the extent to which this textbook actually supports language acquisition, the evidence suggests that the textbook is potentially supportive to English language learning.

Review of doctoral research in second language acquisition, language learning and teaching in Poland (2006–2010)

2012 ◽  
Vol 45 (3) ◽  
pp. 347-375
Author(s):  
Krystyna Droździał-Szelest ◽  
Mirosław Pawlak
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Doctoral Research ◽  
Overall Evaluation ◽  
Doctoral Dissertations

This paper reviews 25 doctoral dissertations on second language acquisition (SLA), English language learning and teaching submitted in Poland in the years 2006–2010. The theses were selected for review on the basis of the recommendations of Ph.D. supervisors from leading Polish universities and they are divided into six groups: learner autonomy, individual differences, language subsystems and skills, culture, assessment and miscellaneous. The dissertations are discussed with respect to their main findings as well as their strengths and weaknesses, and the paper concludes with an overall evaluation of the research in terms of its dominant themes and methodology.

Learning English as a Second Language through Social Media: Saudi Arabian Tertiary Context

2016 ◽  
Vol 8 (6) ◽  
pp. 112 ◽  
Author(s):  
Amin Ali Al Mubarak
Keyword(s):  
Social Media ◽  
Second Language ◽  
Language Learning ◽  
English Language ◽  
Saudi Arabian ◽  
English Language Learning ◽  
Learning And Teaching ◽  
Perceptions And Attitudes ◽  
Saudi Arabian Students ◽  
Learning English

This paper aims to identify the role of social media in learning English as a second language among Saudi Arabian students. Four year students majoring B A in English at Al Ardh college of Science and Arts for girls in Jazan University were identified as the participants of this study. The instrument of this study is a comprehensive questionnaire, which is constructed in order to explore the students’ perceptions and attitudes on using social media for English language learning. It is found that majority of the participants use social media to enhance their communication skills. Moreover, the result revealed that collaborative learning that are embedded in a social media may help improve learning activities which in turn leads to the success of learning English as a second language. Apart from that, some of the problems encountered when using social media and combined group work in the learning and teaching of English as a second language at Tertiary level are also highlighted. Most importantly, the students agreed that social media has by and large affected in their English language learning skills. 

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