Using Online Podcast as a Speaking Activity in Online Classroom
ESP Students’ Perspective
DOI:
https://doi.org/10.32332/joelt.v10i1.4602Keywords:
English for Specific Purpose, Online Classroom, Podcast, Students' PerspectiveAbstract
In digital era, English educators are required to improve the quality of the learning instruction by integrating technology in learning process. Yet, challenges occur in integrating technology in speaking activity. The aim of the current study was to seek for students’ perspectives on using online podcast as a speaking activity in online classroom. The study used qualitative approach with the total of 47 English for Specific Purpose students coming from Tourism Management program participated in the study. The data were gathered through questionnaire distribution and interview and analyzed through three stages, including data reduction, data display, and conclusion drawing. The result showed that most of the students perceived the online podcast as a positive activity for their speaking skill. Majority of the students admitted the use of online podcast in online classroom motivates them to practice their speaking, enhance their creativity, and improve their public speaking skill.
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Alresheed, S., Leask, M., & Raiker, A. (2015). Integrating computer-assisted language learning in Saudi schools: A change model. Turkish Online Journal of Educational Technology, 14(4), 69–77. https://doi.org/10.1007/978-3-319-33808-8_22
Altun, M. (2015). The integration of technology into foreign language teaching. International
Journal on New Trends in Education and Their Implications, 6(1), pp. 22-27. Retrieved
from http://www.ijonte.org/FileUpload/ks63207/File/03a.altun.pdf
Anikina, Z., Sobinova, L., & Petrova, G. (2015). Integrating telecollaboration into EFL
classroom: Theoretical and practical implications. Procedia - Social and Behavioral
Sciences, 206(November), 156–161. https://doi.org/10.1016/j.sbspro.2015.10.045
Archibald, M. M., Ambagtsheer, R. C., Casey, M. G., & Lawless, M. (2019). Using zoom videoconferencing for qualitative data collection: Perceptions and experiences of researchers and participants. International Journal of Qualitative Methods, 18, 1–8.
https://doi.org/10.1177/1609406919874596
Ayuningtyas, P. (2020). An exploration of anxiety towards English for specific purposes (ESP). Tell : Teaching of English Language and Literature, 8(1), 7–18.
Barjesteh, H., & Ghaseminia, M. (2019). Effects of pre-listening task types on the development of EFL learners’ listening comprehension ability. International Journal of
Listening, 1–15. https://doi.org/10.1080/10904018.2019.1654867
Bekteshi, E., & Xhaferi, B. (2020). An analysis of English for specific purposes among university students. Educational Process: International Journal, 9(2), 90–102. https://doi.org/10.22521/edupij.2020.92.2
Buşu, A. (2019). An outlook on medernism in teaching English for specific purposes. The
European Proceedings of Social & Behavioural Sciences, 1–7.
Ezza, E. S. Y. & Bakry, S. A. (2014). Technology-enhanced instruction in a Saudi EFL
classroom. Arab World English Journal, Special Issue on CALL (1), pp. 55-66. Retrieved
from https://www.researchgate.net/publication/272415469
Faraji, M., Dehqan, M., & Barjesteh, H. (2015). Iranian EFL teachers’ barriers in using
information and communication technology. The International Conference on
Challenges in ELT & English Literature Facing the Current Issues, May.
Krouwel, M., Jolly, K., & Greenfield, S. (2019). Comparing Skype (video calling) and inperson qualitative interview modes in a study of people with irritable bowel syndrome: An exploratory comparative analysis. BMC Medical Research Methodology, 19(1), 1–9. https://doi.org/10.1186/s12874-019-0867-9
Leow, C. K., Yahaya, W. A. J. W., & Samsudin, Z. (2014). Feasibility of Mobile Chat Room
in Enhancing Oral Communicative Skills amongst Learners of Chinese as a Foreign
Language. September, 1–9.
Loranc-paszylk, B. (2015). Issues in teaching, learning and testing speaking in a second language. Issues in Teaching, Learning and Testing Speaking in a Second Language, December 2015, 189–203. https://doi.org/10.1007/978-3-642-38339-7
Lubis, A. H. (2018). Integrasi TIK dalam pengajaran bahasa Inggris di Indonesia abad ke-21: Mitos dan realita. Cakrawala Pendidikan, 37(1), 11–21
Naidionova, A. V., & Ponomarenko, O. G. (2018). Use of podcasting technology to develop students’ listening skills. Information Technologies and Learning Tools, 63(1), 177–185. https://doi.org/10.33407/itlt.v63i1.1962
Nova, M. (2020). Videoconferencing for speaking assessment medium: Alternative or
drawback. Journal of English Education and Applied Linguistics, 9(2), 111–128
Ockert, D. (2015). A correlation analysis of tech-based English activities and Japanese elementary student affective variables. Journal of Second Language Teaching and Research, 4(1), pp. 1-12. Retrieved from https://www.researchgate.net/publication/283615290
Rakhmawati, S.S. (2016). The role of moving images in the conference interpreting classroom. Indonesian Journal of Applied Linguistics, Vol 5, No
2 (2016)
Salmani-nodoushan, M. A. (2020). English for specific purposes : Traditions, trends, directions. Studies in English Language and Education, 7(1), 247–268
Shahani, S., & Tahriri, A. (2015). The Impact of silent and freeze-frame viewing techniques of video materials on the intermediate EFL learners’ listening comprehension. SAGE Open, 5(2), 1–8. https://doi.org/10.1177/2158244015585999
Wu, Y. C. J., Pan, C. I., & Yuan, C. H. (2016). Attitudes towards the use of information and communication technology in management education. Behavior & Information Technology, 1(1), pp.1-12. DOI:10.1080/0144929X.2016.1212928
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2022-06-29
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