Can Podcasts Provide Meaningful Input in a Listening and Pronunciation Class?

Bu durum çalışmasının amacı İngilizceyi yabancı dil olarak öğrenen öğrencilerin dinleme, konuşma ve sesletimlerini geliştirmek için podkast kullanımına dair deneyimlerini araştırmayı amaçlamaktadır. Katılımcılar (S=8) bir akademik yıl boyunca ilgi duydukları geniş bir yelpazede podkast dinlemişlerdir. Öğrencilerden her hafta dinlediklerini bir yuvarlak masa tartışmasında tartışmaları veya sunum yapmalarını istenmiştir. Öğretmen de tartışmalara katılmış ve ders sonunda geri bildirimde bulunmuştur. Veri toplamak amacıyla, katılımcılar ile bir odak grup görüşmesi yapılmış ve görüşme dökümleri Nvivo v10 yazılımı ile üç aşamalı bir kodlama yöntemi ile kodlanmış ve analiz edilmiştir. Odak grup görüşmelerinin analizinden elde edilen sonuçlar öğrencilerin podkast dinlemekten hoşlandıklarını; ancak dinledikleri hakkında konuşmayı sevmediklerini ortaya çıkarmıştır. Katılımcılar aynı zamanda podkast dinlemenin dinleme ve konuşma becerilerini geliştirmeye yardımcı olduğunu ifade etmişlerdir. Bu çalışmada araştırmacı; katılımcıların alışılagelmiş derslerden farklı bir dersin parçası olmalarının onlar için ne anlama geldiğini araştırmakta ve öğrencilerin çalışma alışkanlıklarını değiştirerek onları rahatlık bölgelerinden çıkarmaya çalışmanın anlamını tartışmaktadır.

Podkastlar Dinleme ve Sesletim Dersinde Anlamlı Girdi Sağlayabilir mi?*

ABSTRACT: The goal of this case study was to explore intermediate EFL learners’ experiences of using shortpodcasts to improve their listening, speaking and pronunciation. The participants (N=8) listened to podcasts aboutdiverse topics of their interest throughout an academic year. Each week they were instructed to present what theylistened to in a round-table discussion or in presentations. The instructor took part in the discussions as well,providing feedback at the end of each session. For this study, a focus group interview was carried out with theparticipants. The focus group interview was transcribed and coded in NVivo v10, using a three-phase approach tocoding. The analysis of the focus group interview revealed that the students were basically fond of listening topodcasts, but not talking about them; they also thought listening to podcasts provided them with meaningful input andsomehow helped improve their listening and speaking skills. In this study, the researcher explored what it means forthem to be a part of a lesson that is basically different from mainstream classes and discussed the implications ofgetting students to move out of their comfort zones by changing study habits.

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