NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1097299
Record Type: Journal
Publication Date: 2016
Pages: 12
Abstractor: As Provided
ISSN: EISSN-1436-4522
Podcasts: A Factor to Improve Iranian EFL Learners' Self-Regulation Ability and Use of Technology
Naseri, Somayeh; Motallebzadeh, Khalil
Educational Technology & Society, v19 n2 p328-339 2016
This study investigated the effect of listening to podcasts on Iranian upper- intermediate EFL learners' self-regulation ability and their perception toward the use of technology. To meet the objectives of the current study, 54 female Iranian EFL learners were selected. In experimental group they listened to podcast files while in the control group they listened to a radio program. The practices were done through cognitive and metacognitive strategies. A self-regulation ability questionnaire was administered among the participants of both groups. Also, the data obtained from learners' self-reflection journals were added and interpreted qualitatively and supported the results of this study. Keeping a self-reflection journal provided a detailed account of learners' thoughts and perception regarding their listening to podcasts. It revealed learners' positive prospective toward podcasting application in the language learning process and it was clear that the participants in experimental group played a much more dynamic role as a learner. According to the findings of this study use of podcasts as an educational technology can significantly influence and foster self-regulation ability of the learners. Most participants showed a positive perception toward the use of podcast as an educational technology in language learning.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A