Student-authored podcasting in the EFL Classroom. - A reflection on the need for overt consideration of the pedagogical and social purposes of integrating student-authored podcasting in the EFL syllabus. Kristen Sullivan (Shimonoseki City University) firstname.lastname@example.org
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Student-authored podcasting in the EFL Classroom
- A reflection on the need for overt consideration of the pedagogical and social purposes of integrating student-authored podcasting in the EFL syllabus
Kristen Sullivan (Shimonoseki City University)
UNTELE2007, 29th March 2007
planning/ recording editing broadcasting listening responding/
Case Study 1 (October 2005 – February 2006)
Purpose: To address issues of off-taskness and lack of (extended) use of the target language in class.
Structure of the project: long term, fixed group project culminating at the end of the semester.
* Creative, original, authentic
* All reported the experience to be rewarding and enjoyable
* No significant increase in use of the target language
* More instances of being off-task
* Change in language skills?
* In class preparation – a waste of time?
* No major feedback on their spoken English during
* No major exchange at a class level
(commented on by most students)
(commented on by a few students)
Matched my observations and
reflections on the class
Goals for Class 2
Use digital recording as a way to develop students’ consciousness of their spoken language and spoken communication:
* capture spoken language allowing for review
* provides a defined task – concentration, continued speaking
Use podcasting as the vehicle for this:
* the cycle of podcasting is pedagogically beneficial
* meaningful and authentic
Using the technology in ways which will truly address the students language needs: short-term projects, numerous chances for feedback, focus on the message/interlanguage improvement over final product slickness.
Giving students as much access to the technology as possible.
Adequate time for preparation and recording
Appropriate group formations
Identify and adapt to other factors as they are identified throughout the life of the project.