Azizi Zeinab, Namaziandost Ehsan, Rezai Afsheen
Teaching English and Linguistics Department, University of Ayatollah Ozma Borujerdi, Borujerd, Iran.
University of Applied Science and Technology (UAST), Khuzestan, Ahvaz, Iran.
Heliyon. 2022 May 21;8(5):e09473. doi: 10.1016/j.heliyon.2022.e09473. eCollection 2022 May.
This study explores the potential of podcasting and blogging in cultivating advanced EFL learners' reading comprehension (RC) gains, as well as their perceptions of their effectiveness in improving their RC gains. For this purpose, three intact female classes (n = 20) were selected using a convenience sampling method from Pooyesh Language Center in Borujerd City, Iran. Then, they were randomly assigned into three groups, including the podcasting group, blogging group, and control group. Afterward, they went through a pre-test, an intervention (12 one-hour sessions held twice a week), and a post-test. For disclosing their perceptions, 10 students of the experimental groups were requested to fill out a reflective written statement about the potential of podcasting and blogging in improving their RC gains. A one-way ANOVA and a thematic coding analysis were used to analyze the collected data. Findings revealed that the podcasting and blogging groups outweighed the control group at the end of the treatments. Additionally, the results evidenced that there was no statistically significant difference between the podcasting and blogging groups. The qualitative findings disclosed that the participants had positive perceptions toward using podcasting and blogging in developing RC. Finally, the implications for L2 teachers and L2 learners are discussed.
本研究探讨播客和博客在培养高级英语学习者阅读理解能力提升方面的潜力，以及他们对播客和博客在提高阅读理解能力方面有效性的看法。为此，采用便利抽样法从伊朗博鲁杰尔德市的Pooyesh语言中心选取了三个完整的女生班级（n = 20）。然后，将她们随机分为三组，包括播客组、博客组和对照组。之后，她们进行了一次预测试、一次干预（每周两次，每次一小时，共12次课程）和一次后测试。为了了解她们的看法，要求实验组的10名学生填写一份关于播客和博客在提高阅读理解能力方面潜力的反思书面陈述。使用单向方差分析和主题编码分析来分析收集到的数据。研究结果显示，在治疗结束时，播客组和博客组的表现优于对照组。此外，结果表明播客组和博客组之间没有统计学上的显著差异。定性研究结果表明，参与者对使用播客和博客来提高阅读理解能力持积极看法。最后，讨论了对第二语言教师和第二语言学习者的启示。
