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題名 運用播客進行廣泛聆聽對高中生英語聽力能力的影響以及學生的看法
The Effects of Using Podcasts for Extensive Listening on High School Students’ EFL Listening Proficiency and Perception of Extensive Listening
作者 李貞縈
Lee, Chen-Ying
貢獻者 許麗媛
Hsu, Li-Yuan
李貞縈
Lee, Chen-Ying
關鍵詞 英語廣泛聆聽
播客
以英語為外語
英語聽力能力
Extensive listening
Podcast
English as a foreign language
English listening proficiency
日期 2024
上傳時間 4-Sep-2024 15:56:12 (UTC+8)
摘要 　　廣泛聽力已被認為是提升學生聽力熟練度的有效方法。在英語為外語的情境中，使用播客來實施廣泛聆聽以提供真實的聽力語料。然而，在台灣高中課堂中，使用播客整合廣泛聆聽的教學方式尚未被深入探討。本研究旨在探討透過播客進行廣泛聽力如何影響台灣58名高中學生的英語聽力能力，以及其對此種學習方式的看法和體驗。研究資料包括英語聽力能力的前後測結果、問卷調查、聽力日誌和學生的期末報告。 　　在為期十二週的以播客為基礎的廣泛聆聽計畫之後，英語聽力能力前後測的結果顯示，實驗組的學生的英語聽力能力有顯著進步，但進步幅度並未顯著高於對照組。此外，根據問卷結果、聽力日誌和學生的報告，大多數學生（92%）同意廣泛聽力提高了他們的英語聽力能力。雖然因為詞彙量不足和快速的語速而有理解方面的困難，學生們表示他們會運用各種策略來促進他們的聽力理解，包括做筆記、理解大意、專注關鍵詞、猜測等。不僅如此，參與者的學習的態度亦發生了變化。起初，他們被動且過度依賴老師。然而，在這個計畫過程中，他們開始主動掌控自己的學習，選擇適宜的時間、地點和學習方法。在剛開始時，學生面臨許多挑戰，甚至對於廣泛聆聽練習抱有負面的想法，並傾向於草率完成聽力任務。但是，隨著時間他們逐漸適應以播客為基礎的廣泛聆聽，他們在播客節目中的多樣化知識中找到了樂趣，這反過來又提高了他們的學習動力。最後，不少參與者表示他們打算透過播客繼續精進自己的英語能力。
Extensive listening (EL) has been recognized as an effective approach to enhancing students’ listening proficiency. Using podcasts provides authentic input to implement EL in an English as a foreign language (EFL) context. However, the use of podcasts as a key method for incorporating EL in high school classrooms in Taiwan has not been thoroughly investigated. The present study aims to investigate how listening extensively via podcasts affects the English listening proficiency of 58 high school students in Taiwan, and to explore their experiences and thoughts on this approach. Data were collected from multiple sources, including the listening proficiency test, the questionnaire, the listening log, and the students’ presentations. After the 12-week podcast-based extensive listening project, the results of the pre- and post-listening tests showed that participants in the experimental group made significant progress in the listening proficiency test, but their progress was not significantly greater than that of the control group. Additionally, the findings from students’ survey, listening log, and presentations revealed that most students (92%) agreed that extensive listening improved their English listening ability. Despite facing comprehension challenges due to a lack of vocabulary and dealing with fast speech rate, students reported using various strategies to facilitate their listening. These include taking notes, grasping the main idea, focusing on key words, making guesses and so on. Furthermore, the attitude participants held toward learning shifted. Initially, they were passive and relied heavily on their teachers. However, during the project, they began to take charge of their own learning by choosing the timing, location, and learning method. They faced challenges in the beginning, feeling uncomfortable and preferring to complete the listening tasks perfunctorily. Yet, once they became accustomed to this new approach, they found enjoyment in the diverse knowledge gained from the podcast programs, which, in turn, boosted their motivation. Additionally, a significant portion of the participants expressed their intention to continue improving their English through podcasts.
參考文獻 Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280. Adams, M. J. (1998). The three-cueing system. Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press. Antle, J. (2011). Extensive listening and how it affects reading speed. JALT2010 Conference Proceedings. Tokyo: JALT, Apple, M. (2006). Developing autonomous habits with extensive listening. More autonomy you ask, 33-47. Brown, R. (2007). Extensive listening in English as a foreign. Language Teacher, 31, 15. Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Cheng, H. F. (2008). The Washback Effect of a Public Examination Change on Teachers’ Perceptions toward Their Classroom Teaching. TESL-EJ, 12(1), 1-16. Chang, A. C.-S. (2010). Second-language listening anxiety before and after a 1-yr. intervention in extensive listening compared with standard foreign language instruction. Perceptual and motor skills, 110(2), 355-365. Chang, A. C.-S. (2011). The Effect of Reading While Listening to Audiobooks: Listening Fluency and Vocabulary Gain. Asian Anthropology (1683478X), 10. Chang, C.-S. A. (2012). Gains to L2 learners from extensive listening: Listening development, vocabulary acquisition and perceptions of the intervention. Hong Kong Journal of Applied Linguistics, 14(1), 25-47. Chang, A. C., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT journal, 68(1), 31-40. Chang, A., Millett, S., & Renandya, W. A. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3), 422-438. Chao, J. Y.-g. (2013). Factors affecting college EFL learners’ listening comprehension and listening problems. NCUE Journal of Humanities, 8(1), 71-84. Cross, J. (2014). Promoting autonomous listening to podcasts: A case study. Language Teaching Research, 18(1), 8-32. Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Field, J. (1998). The changing face of listening. This page intentionally left blank, 242. Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English language teaching, 9(6), 123-133. Gilbert, M. B. (1988). Listening in school: I know you can hear me—but are you listening? International Listening Association. Journal, 2(1), 121-132. Gilbert, M. B. (2005). An Examination of Listening Effectiveness of Educators: Performance and Preference. Professional Educator, 27, 1-16. Gilmore, A. (2007). Authentic Materials and Authenticity in Foreign Language Learning. Language Teaching, 40(2), 97-118. Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75. Gonulal, T. (2020). Improving listening skills with extensive listening using podcasts and vodcasts. International Journal of Contemporary Educational Research, 7(1), 311-320. Guo, N., & Wills, R. (2006). An investigation of factors influencing English listening comprehension and possible measures for improvement. Aer Journal, 40(3), 121-134. Hedge, T. (2001). Teaching and learning in the language classroom (Vol. 106). Oxford university press Oxford, UK. Hew, K. F. (2009). Use of audio podcast in K-12 and higher education: A review of research topics and methodologies. Educational Technology Research and Development, 57, 333-357. Holden, W. (2008). Extensive listening: A new approach to an old problem. Journal of the Faculty of Humanities, University of Toyama, 49, 299-312. Huang, S.-H. (2016). Communicative Language Teaching: Practical Difficulties in the Rural EFL Classrooms in Taiwan. Journal of Education and Practice, 7(24), 186-202. Hulstijn, J. H. (2003). Connectionist models of language processing and the training of listening skills with the aid of multimedia software. Computer Assisted Language Learning, 16(5), 413-425. Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. Teflin Journal, 30(2), 237-256. Jiaju, Z. (1984). Making use of news broadcasts. ELT Journal, 38(4), 242-247. Krashen, S. D. (1985). The input hypothesis: Issues and implications. (No Title). Kukulska-Hulme, A. (2009). Will mobile learning change language learning? ReCALL, 21(2), 157-165. Lakhal, S., Khechine, H., & Pascot, D. (2007). Evaluation of the effectiveness of podcasting in teaching and learning. E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Lynch, T. (2009). Teaching second language listening. (No Title). Mayora, C. A. (2017). Extensive listening in a Colombian university: Process, product, and perceptions. How, 24(1), 101-121. McBride, K. (2011). The effect of rate of speech and distributed practice on the development of listening comprehension. Computer Assisted Language Learning, 24(2), 131-154. Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second-language learner. (No Title). Murphy, J. M. (1985). An Investigation into the Listening Strategies of ESL College Students. Newton, J. M., & Nation, I. S. (2020). Teaching ESL/EFL listening and speaking. Routledge. Nunan, D. (1988). The Learner-Centred Curriculum: A Study in Second Language Teaching. Cambridge University Press. Nunan, D. (2002). Listening in language learning. Methodology in language teaching: An anthology of current practice, 238-241. Nation, I. (2009). Teaching ESL/Teaching ESL/EFL Reading and W SL/EFL Reading and Writing Reading and Writing. In: New York: Routledge. Naidionova, Alla & Ponomarenko, Oksana. (2018). Use Of Podcasting Technology To Develop Students’ Listening Skilss. Information Technologies and Learning Tools. 63. 177. 10.33407/itlt.v63i1.1962. Paivio, A. (1990). Mental representations: A dual coding approach. Oxford university press. Peterson, P. W. (2001). Skills and strategies for proficient listening. Teaching English as a second or foreign language. Boston: Heinle & Heinle. Povey, E. (2016). Extensive listening: Pedagogy, resources, and tools. International Journal of Educational Investigations, 3(7), 35-49. Renandya, W. A., & Farrell, T. S. (2011). ‘Teacher, the tape is too fast!’Extensive listening in ELT. ELT journal, 65(1), 52-59. Renandya, W. (2011). Extensive Listening in the Language Classroom. Handoyo Puji Widodo & Andrzej Ciroki (eds), Innovation and creativity in ELT methodology (pp 28-41). In: New York: Nova Science Publisher. Renandya, W. (2012). The tape is too fast. Modern English Teacher, 21(3), 5-9. Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. Springer. Renukadevi, D. (2014). The role of listening in language acquisition; the challenges & strategies in teaching listening. International journal of education and information studies, 4(1), 59-63. Ridgway, T. (2000). Listening strategies—I beg your pardon? ELT journal, 54(2), 179-185. Rixon, S. (1986). Developing listening skills. London: Macmillan. Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for language learning. Computer Assisted Language Learning, 20(5), 471-492. Rost, M. (1991). Listening in action. Englewood Cliffs, NJ: Prentice Hall. Rost, M. (2001). Teaching and researching: Listening. Routledge. Rost, M. (1994). Introducing listening. London: Penguin books. Rost, M. (2006). Areas of research that influence L2 listening instruction. Current trends in the development and teaching of the four language skills, 47, 73. Rumelhart, D. E. (2017). Schemata: The building blocks of cognition. In Theoretical issues in reading comprehension (pp. 33-58). Routledge. Salmon, G., & Nie, M. (2008). Doubling the life of iPods. Podcasting for learning in universities, 1-11. Stanley, G. (2006). Podcasting: Audio on the Internet comes of age. TESL-EJ, 9(4), 1-7. Susser, B., & Robb, T. N. (1990). EFL extensive reading instruction: Research and procedure. Jalt Journal, 12(2), 161-185. Thompson, I. (1995). Assessment of second/foreign language listening comprehension. A guide for the teaching of second language listening, 31-58. Thorn, S. (2009). Mining Listening Texts. Modern English Teacher, 18 (2), pp.5-13 Tuncay, H. (2014). An Integrated Skills Approach Using Feature Movies in EFL at Tertiary Level. Turkish Online Journal of Educational Technology-TOJET, 13(1), 56-63. Underwood, M. (1989). Teaching listening. New York: Longman. Ur, P. (1984). Teaching listening comprehension. Cambridge University Press. Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language teaching, 40(3), 191-210. Vandergrift, L., & Goh, C. C. Teaching and Learning Second Language Listening: Metacognition in Action. In. Wang, L., & Fan, J. (2015). Listening difficulties of low-proficiency EFL learners: A comparison of teacher and learner perspectives. Asian EFL Journal, 17(3), 85-110. Waring, R. (2008). Starting an extensive listening program. Extensive Reading in Japan: The Journal of the JALT Extensive Reading Special Interest Group, 1(1) 7-9. Waring, R. (2011). Extensive reading in English teaching. Innovation and creativity in ELT methodology, 69-80. Wolvin, A. D. & Coakley, D. G. (1988). Listening 3rd ed. Dubuque, IA: William C. Brown. Yeh, C.-C. (2013). An investigation of a podcast learning project for extensive listening. Asian-focused ELT research and practice: Voices from the far edge, 87.
描述 碩士
國立政治大學
英語教學碩士在職專班
110951003
資料來源 http://thesis.lib.nccu.edu.tw/record/#G0110951003
資料類型 thesis
dc.contributor.advisor 許麗媛zh_TW
dc.contributor.advisor Hsu, Li-Yuanen_US
dc.contributor.author (Authors) 李貞縈zh_TW
dc.contributor.author (Authors) Lee, Chen-Yingen_US
dc.creator (作者) 李貞縈zh_TW
dc.creator (作者) Lee, Chen-Yingen_US
dc.date (日期) 2024en_US
dc.date.accessioned 4-Sep-2024 15:56:12 (UTC+8)-
dc.date.available 4-Sep-2024 15:56:12 (UTC+8)-
dc.date.issued (上傳時間) 4-Sep-2024 15:56:12 (UTC+8)-
dc.identifier (Other Identifiers) G0110951003en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/153524-
dc.description (描述) 碩士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 英語教學碩士在職專班zh_TW
dc.description (描述) 110951003zh_TW
dc.description.abstract (摘要) 　　廣泛聽力已被認為是提升學生聽力熟練度的有效方法。在英語為外語的情境中，使用播客來實施廣泛聆聽以提供真實的聽力語料。然而，在台灣高中課堂中，使用播客整合廣泛聆聽的教學方式尚未被深入探討。本研究旨在探討透過播客進行廣泛聽力如何影響台灣58名高中學生的英語聽力能力，以及其對此種學習方式的看法和體驗。研究資料包括英語聽力能力的前後測結果、問卷調查、聽力日誌和學生的期末報告。 　　在為期十二週的以播客為基礎的廣泛聆聽計畫之後，英語聽力能力前後測的結果顯示，實驗組的學生的英語聽力能力有顯著進步，但進步幅度並未顯著高於對照組。此外，根據問卷結果、聽力日誌和學生的報告，大多數學生（92%）同意廣泛聽力提高了他們的英語聽力能力。雖然因為詞彙量不足和快速的語速而有理解方面的困難，學生們表示他們會運用各種策略來促進他們的聽力理解，包括做筆記、理解大意、專注關鍵詞、猜測等。不僅如此，參與者的學習的態度亦發生了變化。起初，他們被動且過度依賴老師。然而，在這個計畫過程中，他們開始主動掌控自己的學習，選擇適宜的時間、地點和學習方法。在剛開始時，學生面臨許多挑戰，甚至對於廣泛聆聽練習抱有負面的想法，並傾向於草率完成聽力任務。但是，隨著時間他們逐漸適應以播客為基礎的廣泛聆聽，他們在播客節目中的多樣化知識中找到了樂趣，這反過來又提高了他們的學習動力。最後，不少參與者表示他們打算透過播客繼續精進自己的英語能力。zh_TW
dc.description.abstract (摘要) Extensive listening (EL) has been recognized as an effective approach to enhancing students’ listening proficiency. Using podcasts provides authentic input to implement EL in an English as a foreign language (EFL) context. However, the use of podcasts as a key method for incorporating EL in high school classrooms in Taiwan has not been thoroughly investigated. The present study aims to investigate how listening extensively via podcasts affects the English listening proficiency of 58 high school students in Taiwan, and to explore their experiences and thoughts on this approach. Data were collected from multiple sources, including the listening proficiency test, the questionnaire, the listening log, and the students’ presentations. After the 12-week podcast-based extensive listening project, the results of the pre- and post-listening tests showed that participants in the experimental group made significant progress in the listening proficiency test, but their progress was not significantly greater than that of the control group. Additionally, the findings from students’ survey, listening log, and presentations revealed that most students (92%) agreed that extensive listening improved their English listening ability. Despite facing comprehension challenges due to a lack of vocabulary and dealing with fast speech rate, students reported using various strategies to facilitate their listening. These include taking notes, grasping the main idea, focusing on key words, making guesses and so on. Furthermore, the attitude participants held toward learning shifted. Initially, they were passive and relied heavily on their teachers. However, during the project, they began to take charge of their own learning by choosing the timing, location, and learning method. They faced challenges in the beginning, feeling uncomfortable and preferring to complete the listening tasks perfunctorily. Yet, once they became accustomed to this new approach, they found enjoyment in the diverse knowledge gained from the podcast programs, which, in turn, boosted their motivation. Additionally, a significant portion of the participants expressed their intention to continue improving their English through podcasts.en_US
dc.description.tableofcontents CHAPTER 1 INTRODUCTION 1 Background and Motivation of the Study 1 Purpose of the Study and Research Questions 3 CHAPTER 2 THEORETICAL BACKGROUND 5 The Role of Listening in Language Learning 5 The Importance of Listening 5 Challenges for Students 7 Extensive Listening 10 Listening Materials 12 Principles of Extensive Listening 12 Podcast Programs in Extensive Listening 15 CHAPTER 3 METHODOLOGY 19 Purpose of the Study 19 Participants 19 Data Sources 24 Test of General English Proficiency Test (GEPT) 24 Questionnaire 27 Listening Log 28 Presentation 29 Procedure 30 Data Analysis 32 CHAPTER 4 RESULTS 37 Listening Proficiency Improvement 37 Research Question 1. To what extent does extensive listening improve the participants’ listening proficiency? 37 Participants’ Engagement with Podcast Programs 43 Research Question 2. How do the participants engage with podcast programs for the purpose of extensive listening practice? 43 Participants’ Perceptions toward the PL Project 46 Research Question 3. How do the participants perceive their extensive listening learning experiences? 46 Observations from Student Presentations and Listening Logs 51 CHAPTER 5 DISCUSSION 59 The Effects on Student Listening Proficiency 59 Participants’ Podcast Usage Behavior and Perception of Extensive Listening 61 CHAPTER 6 CONCLUSION 67 Summary of Research Findings 67 Limitations and Suggestions for Future Research 69 Pedagogical Implications and Suggestions 72 REFERENCES 75 APPENDIX A A Listening Fluency Questions 82 APPENDIX B The Format of a Listening Log (Yeh, 2013) 83 APPENDIX C Questionnaire (Yeh, 2013) 84 APPENDIX D Student Presentation Instruction Questions 88 APPENDIX E Podcast Resources 89zh_TW
dc.format.extent 1875404 bytes-
dc.format.mimetype application/pdf-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#G0110951003en_US
dc.subject (關鍵詞) 英語廣泛聆聽zh_TW
dc.subject (關鍵詞) 播客zh_TW
dc.subject (關鍵詞) 以英語為外語zh_TW
dc.subject (關鍵詞) 英語聽力能力zh_TW
dc.subject (關鍵詞) Extensive listeningen_US
dc.subject (關鍵詞) Podcasten_US
dc.subject (關鍵詞) English as a foreign languageen_US
dc.subject (關鍵詞) English listening proficiencyen_US
dc.title (題名) 運用播客進行廣泛聆聽對高中生英語聽力能力的影響以及學生的看法zh_TW
dc.title (題名) The Effects of Using Podcasts for Extensive Listening on High School Students’ EFL Listening Proficiency and Perception of Extensive Listeningen_US
dc.type (資料類型) thesisen_US
dc.relation.reference (參考文獻) Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280. Adams, M. J. (1998). The three-cueing system. Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press. Antle, J. (2011). Extensive listening and how it affects reading speed. JALT2010 Conference Proceedings. Tokyo: JALT, Apple, M. (2006). Developing autonomous habits with extensive listening. More autonomy you ask, 33-47. Brown, R. (2007). Extensive listening in English as a foreign. Language Teacher, 31, 15. Brown, R., Waring, R., & Donkaewbua, S. (2008). Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories. Cheng, H. F. (2008). The Washback Effect of a Public Examination Change on Teachers’ Perceptions toward Their Classroom Teaching. TESL-EJ, 12(1), 1-16. Chang, A. C.-S. (2010). Second-language listening anxiety before and after a 1-yr. intervention in extensive listening compared with standard foreign language instruction. Perceptual and motor skills, 110(2), 355-365. Chang, A. C.-S. (2011). The Effect of Reading While Listening to Audiobooks: Listening Fluency and Vocabulary Gain. Asian Anthropology (1683478X), 10. Chang, C.-S. A. (2012). Gains to L2 learners from extensive listening: Listening development, vocabulary acquisition and perceptions of the intervention. Hong Kong Journal of Applied Linguistics, 14(1), 25-47. Chang, A. C., & Millett, S. (2014). The effect of extensive listening on developing L2 listening fluency: Some hard evidence. ELT journal, 68(1), 31-40. Chang, A., Millett, S., & Renandya, W. A. (2019). Developing listening fluency through supported extensive listening practice. RELC Journal, 50(3), 422-438. Chao, J. Y.-g. (2013). Factors affecting college EFL learners’ listening comprehension and listening problems. NCUE Journal of Humanities, 8(1), 71-84. Cross, J. (2014). Promoting autonomous listening to podcasts: A case study. Language Teaching Research, 18(1), 8-32. Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Field, J. (1998). The changing face of listening. This page intentionally left blank, 242. Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Gilakjani, A. P., & Sabouri, N. B. (2016). Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. English language teaching, 9(6), 123-133. Gilbert, M. B. (1988). Listening in school: I know you can hear me—but are you listening? International Listening Association. Journal, 2(1), 121-132. Gilbert, M. B. (2005). An Examination of Listening Effectiveness of Educators: Performance and Preference. Professional Educator, 27, 1-16. Gilmore, A. (2007). 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