Creating Podcasts for Academic Listening in French
Student Perceptions of Enjoyment and Usefulness
DOI:
https://doi.org/10.11139/cj.28.3.588-605Keywords:
Podcast, French Immersion at University Level, Listening Strategies, Note-taking Skills, Metacognitive Awareness, CALL IntegrationAbstract
This paper reports on the piloting of podcasts created to support Anglophone French Immersion (FI) students in academic listening. The authors developed a series of seven English language podcasts grounded in metacognitive and L2 listening theory to provide FI students with strategies to enhance L2 listening ability and note-taking skills for academic lectures in French. Student feedback was solicited through weekly questionnaires and a focus group discussion. Weekly questionnaires showed that most of the students enjoyed the podcasts and found them moderately useful, although some contradictions emerged. The focus group discussion showed a somewhat higher degree of satisfaction both in terms of enjoyment and usefulness. Suggestions for improving the podcasts are proposed.
References
Abdous, M. H., Camarena, M. M., & Facer, B. R. (2009). MALL Technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21(1), 76-95.
Bacon, S. (1992). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in second-language listening. Modern Language Journal, 76, 160–178.
Baker, L. (2002). Metacognition in comprehension instruction. In C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77-95). New York: Guilford Press.
Bourassa, M., Philion, R., & Chevalier, J. (2007). L’analyse de construits, une co-construction de groupe. Association canadienne d’éducation de langue française. Éducation et francophonie, 35(2), 78-116.
Burger, S., Wesche, M., & Migneron, M. (1997). Late, late immersion. Discipline-based language teaching at the University of Ottawa. In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 65-84). Cambridge: Cambridge University Press.
Chevalier, J., & Buckles, D. (2008). SAS2. A guide to collaborative inquiry and social engagement. London: Sage Publications Ltd.
Dörnyei, Z., & Skehan, P. (2003). Individual differences in second language learning. In C. Doughty & M. Long (Eds.), Handbook of second language acquisition (pp. 589–630). Malden, MA: Blackwell.
Flowerdew, J. (Ed.) (1994). Academic listening: Research perspectives. Cambridge: Cambridge University Press.
Flowerdew, J., & Miller, L. (1992). Student perceptions, problems and strategies in L2 lectures. RELC Journal, 23, 60-80.
Flowerdew, J., & Miller, L. (1996). Lecturer perceptions, problems and strategies in second language lectures. RELC Journal, 27, 23-46.
Flowerdew, J., Miller, L., & Li, D. (2000). Chinese lecturers’ perceptions, problems and strategies in lecturing in English to Chinese-speaking students. RELC Journal, 31, 116-138.
Goh, C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28, 55–75.
Goh, C. (2008). Metacognitive instruction for second language listening development: Theory, practice and research implications. RELC Journal, 39, 188-213.
Goh, C., & Taib, Y. (2006). Metacognitive instruction in listening for young learners. ELT Journal, 60(3), 222–232.
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747-783.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (2009). Handbook of metacognition in education. New York: Routledge.
Kiewra, K. A. (1987). Notetaking and review: The research and its implications. Journal of Instructional Science, 16, 233-249.
Knoerr, H., & Weinberg A. (2009). Overall listening strategies. Internal document. University of Ottawa. ILOB.
Koohang, A. (1989). A study of attitudes toward computers: Anxiety, confidence, liking and perception of usefulness. Journal Research on Computing in Education, 22(2), 137-150.
Koohang, A., & Durante, A. (2003). Learners' perceptions toward the web-based distance learning activities/assignments portion of an undergraduate hybrid instructional model. Journal of Information Technology Education, 2, 105-113.
Miller, L. (2009). Engineering lectures in a second language: What factors facilitate students’ listening comprehension? Asian EFL Journal, 11, 8-30.
Nisbet, J., & Shucksmith, J. (1986). Learning strategies. London: Routledge and Kegan Paul.
O’Bryan, A., & Hegelheimer, V. (2007). Integrating CALL into the classroom: The role of podcasting in an ESL listening strategies course. ReCALL, 19(2), 162-180.
O’Bryan, A., & Hegelheimer, V. (2009). Using a mixed methods approach to explore strategies, metacognitive awareness and the effects of task design on listening development. Canadian Journal of Applied Linguistics, 12, 9-38.
O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15-51). Lawrence Erlbaum, Hillsdale, NJ.
Peters, M., Chevrier, J., Leblanc, R., Fortin, G., & Kennedy, S. (2007). L’utilisation de l’analyse de construits dans un groupe de recherche pour définir le concept d’accompagnement métacognitif. Association canadienne d’éducation de langue française. Éducation et francophonie, 35(2), 172-191.
Peters, M., Weinberg, A., & Sarma, N. (2009). To like or not to like! Canadian university students' perceptions towards multimedia activities used for learning a second language. Canadian Modern language Review, 65(5), 869-896.
Ready, D., & Wesche, M. (1992). An evaluation of the University of Ottawa sheltered program: Language teaching strategies that work. In R. Courchêne, J. Glidden, J. St.John, & C. Thérien (Eds.), Comprehension-based second language teaching/L’enseignement des langues secondes axé sur la compréhension (pp. 389-405). Ottawa: Ottawa University Press.
Thorne, S. L., & Payne, J. S. (2005). Evolutionary trajectories, Internet-mediated expression, and language education. CALICO Journal, 22(3), 371-397. Available at https://calico.org/journalTOC.php
Vandergrift, L. (2002). It was nice to see that our predictions were right: Developing metacognition in L2 listening comprehension. Canadian Modern Language Review, 58, 555–575.
Vandergrift, L. (2003a). From prediction through reflection: Guiding students through the process of L2 listening. Canadian Modern Language Review, 59(3), 425–440.
Vandergrift, L. (2003b). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53, 463-496.
Vandergrift, L., Goh, C., Mareschal, C., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire (MALQ): Development and validation. Language Learning, 56, 431-462.
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching students how to listen does make a difference: An empirical study. Language Learning, 65, 470-497.
Veenman, M., Van Hout-Walters, B., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3-14.
Weinberg, A., & Burger, S. (2007). Guide à l'intention des professeurs de langue: cours d'encadrement linguistique. Document interne. University of Ottawa: OLBI.
Wenden, A. (1998). Metacognitive knowledge and language learning. Applied Linguistics, 19, 515–537.
