Article Review: PODCASTING FOR LANGUAGE LEARNING THROUGH iTUNES U: THE LEARNER’S VIEW

Title: PODCASTING FOR LANGUAGE LEARNING THROUGH iTUNES U: THE LEARNER’S VIEW

Journal: Language Learning & Technology - October 2013, Volume 17, Number 3 pp. 74–93

Author: Fernando Rosell-Aguilar, The Open University 

Fernando Rosell-Aguilar is a lecturer in Modern Languages at the Open University (UK). His research focuses on online language learning, mainly podcasting, mobile applications, CMC learning environments (such as audio-graphic conferencing), digital literacy, and online, open and distance learning design for language learning. Twitter: @FRosellAguilar

Summary

                The purpose of this study is to find out about the learner’s view on the usage of podcasts from the iTunes U in the learning of language. This research is done in order to get the statistical figure of the user’s view on the usage of podcasts. In other words it was done in order to create user profiles so that other researchers could use this data in determining the type of materials of the users would prefer, and also their preference on the subject presentation. In order to conduct this research, four research questions were drawn as a guide. The first research question was about knowing the respondents, whether they are language-learners or the opposite. The second research question was about determining the difference the respondents when compared to learners of other subjects. As for the third one, the researcher was trying to find out on how the respondents use the podcasts in language learning. Lastly, the researcher wanted to find out about the respondents opinion on the items they have downloaded. The survey was created using Surveymonkey and the researcher place the link to the pages of iTunes and Open University. There were 2129 respondents collected, and 238 respondents were eliminated due to a different usage of podcast.

                One of the findings of this research indicates that language learners and non-language learner have common practices in using the podcasts. Furthermore, the most number of users are the middle-aged respondents, which contradicts the hypothesis that the students are the one with the most number of users. Another hypothesis about the most users were female was considered null as the results showed that the male dominated the number of users. The researcher also found out that most of the users are full- or part-time employees. Moreover, the research indicated that a huge number of the users download the podcasts out of their own interest, while the remaining used it as their main source of learning. The majority even transfer the podcast into their mobile devices to ease the learning through mobile. However, the results might not be applicable with other institution because of the difference of materials and approach to the students via podcasts.

Reaction

                In my opinion, the research is very interesting because it is an approach which is not applied in Malaysia. However, I believe that the research could be conducted further about the podcasts since the research only showed the statistics while the main idea should consists of views, opinions and personal feedback on how to improve the materials or medium. There are some views stated in the research, but it should have been conducted deeper. I would suggest the user to actually continue this research, but more towards a qualitative research. This will help a lot of parties, especially educational institutions or mobile application developer, to figure out about the user’s personal preferences of the item and the improvements on the materials. As I read through the findings of the research, it was indeed true that the use of podcasts in the learning of language affected the respondents positively. However, the same results could not be applied here since the geographical and educational background of the learners in Malaysia differ in great terms. Moreover, the level of proficiency of our students might be a big obstacle in understanding the content presented by a native speaker. Moreover, I believe that podcasts make use of only one-way communication. If the users wanted to ask questions or demand further explanation about the content, they would not get an immediate feedback as compared to a real classroom. From my own experience of using podcasts in learning the Japanese language, it indeed helped to further enhance my understanding of the language. However, when I started to use podcasts for other languages which I did not have a proper lesson in class as a main source, it was difficult to comprehend as the level increased. Therefore, I am against the idea of using the podcasts as part of the curriculum in the institutions. If they were to be used as a supplementary resource, it will indeed be beneficial to the users.

                This research will be beneficial for all language teachers in Malaysia. Indeed, we have yet to reach a stage in which students in Malaysia would be able to afford Apple devices in order to download the podcasts via iTunes, but there are other alternatives of spreading the materials on the internet. We could start observing the implications of the use of podcasts in language learning and apply it in school. Of course, not as the main material, but as something extra for the students to learn. I believe that this would be an interesting learning experience for the students in Malaysia. Furthermore, teachers could actually use this method in exchanging materials with other teachers in Malaysia, or even the world. The diversity of approaches of materials and culture would definitely be beneficial for the students as they enhance their understanding of the language wherever they are. 

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