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MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom
ARTICLE

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ReCALL Volume 21, Number 1, ISSN 0958-3440

Abstract

Integrating Mobile Assisted Language Learning (MALL) technology (personal multimedia players, cell phones, and handheld devices) into the foreign language curriculum is becoming commonplace in many secondary and higher education institutions. Current research has identified both pedagogically sound applications and important benefits to students. In this paper, we present the results of an initial study which compares the academic benefits of integrating podcasts into the curriculum against using them as a supplemental/review tool. The study's findings indicate that when instructors use podcasts for multiple instructional purposes (e.g., to critique student projects and exams, for student video presentations, for student paired interviews, to complete specific assignments, dictations, in roundtable discussions, or for guest lectures), students are more likely to use this technology and to report academic benefits. While the study is limited by small sample sizes and by some within-group variation in instructional techniques, the study provides initial evidence that podcast technology has the potential to provide greater benefits if it is used more than simply as a tool for reviewing. The study's positive findings indicate that additional research to examine the effects of specific instructional uses of podcast technology is merited.

Citation

Abdous, M., Camarena, M.M. & Facer, B.R. (2009). MALL Technology: Use of Academic Podcasting in the Foreign Language Classroom. ReCALL, 21(1), 76-95. Retrieved April 19, 2019 from .

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Cited By

  1. A Survey of MALL Curriculum Integration: What the Published Research Doesn't Tell

    Jack Burston

    CALICO Journal Vol. 31, No. 3 (2014)

  2. Integrating Off-The-Shelf Language Learning Podcasts into the Curriculum: a Typology for Digital Wisdom.

    Charles Humblet, Arts eLearning Unit, University of Sydney, Australia

    Global Learn 2010 (May 17, 2010) pp. 320–325

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