Student-produced podcasts as an alternative to presentations

BILOVÁ, Štěpánka. Student-produced podcasts as an alternative to presentations. In 5th International Symposium on Language for International Communication: Linking Interdisciplinary Perspectives - Language for Specific Purposes in the Era of Multilingualism and Technologies. 2022.

Základní údaje

Originální název

Student-produced podcasts as an alternative to presentations

Autoři

BILOVÁ, Štěpánka

Vydání

5th International Symposium on Language for International Communication: Linking Interdisciplinary Perspectives - Language for Specific Purposes in the Era of Multilingualism and Technologies, 2022

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Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

60202 Specific languages

Stát vydavatele

Litva

Utajení

není předmětem státního či obchodního tajemství

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

English for specific purposes; legal English; podcasting; presentation skills; providing feedback

Příznaky

Mezinárodní význam, Recenzováno

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Anotace

V originále

Since their appearance, podcasts have become a popular source in language learning and teaching, and thus, an object of research interest related primarily to receptive skills. Studies researching student-produced podcasts have been published with a much lower frequency. This presentation aims to contribute to the latter research with describing the teaching context, the format and outputs, and the evaluation of a podcasting task which formed part of the final assessment of the course of Legal English. The observations and tips might be, however, applied to any ESP course. The motivation to implement podcasts into the course arose from the need to substitute presentations delivered in class with an out-of-class alternative due to a significant increase in the number of students. The research question is, therefore, whether preparing and publishing a podcast for the fellow students to listen and provide feedback to has similar learning outcomes to preparing and delivering a presentation. The main method consisted of final questionnaires with closed as well as open-ended questions. The results show that, apart from the obvious differences resulting from the face-to-face interaction compared to the asynchronous interaction within an online platform, preparing and publishing podcasts enhance students´ skills in a similar way to presentations. Both presenting and podcasting are challenging, yet the podcasts seem to be more enjoyable. In conclusion, both contribute to developing not only academic skills, such as presentation and research skills, but also to English language skills, receptive as well as productive.