The
role of audiocast and videocast in English teaching
Kanatova
R.S., Akynova D.B
*Eurasian National
University, Faculty of Philology, Astana 01000, Kazakhstan
Abstract
The usage of audiocasts and
videocasts in English teaching is growing increasingly. The purpose of usage
audio and videocasts are improve students’ comprehension and stay students
motivated during the classroom. The participants of the
classroom were 8-11 forms of school-lyceum ¹56 in Astana. The results indicated that students found lessons
interesting and educative. The feedback was noticed after lessons by teacher’s
interrogation.
Key words: audio, podcast, video, audiovisual, teaching, education
1.
Introduction
Audio and videocasts are the best tool for making
teaching effective and the best dissemination of knowledge. Audio and video
material can be included tape recorder, radio, movie, news, projector method
etc. If teachers use the audio and videocasts for education as curriculum, the
objectives would be followings:
·
Augmented
Instructions is the usage of application of
slides and films in the classroom. Teachers can use audicasts to reinforce
teaching based on activities. Thereafter, they can demonstrate motivational
movie according the needs and relevant topic.
·
Independent
learning – in the classroom, films, audio tapes
and video tapes can be used instead of personal student teacher contacts.
·
Enhance
capacities for learning – small group learning
facilitates learning through the development of audio and videocasts that
supports and promotes both cognitive and meta-cognitive development. [1]
According to
Merriam – Webster Dictionary, audiocast is an audio file (such as a recording
or broadcast) that is available in digital format for automatic download over
internet and videocast is a video file (such as a video-recording) that is
available in digital format for automatic download over the internet. [2]
According to our
research, audiocasting and videocasting have several advantages over
traditional forms of education. This technology allows students to view or
listen to educational materials in any place and at any time, but is not
limited to classroom and distributing study time in the most convenient manner.
Audiocasts and videocasts can be listened and watched unlimited number of
times, in whole or in part. In general, learners can create the most
appropriate for their learning pace by themselves.
Technical
conditions for usage of audiocasts quite simple, teachers only need to download
the desired podcast in MP3 format on their computer or other media vehicles.
These activities raise interest and become the key to a huge motivational
potential of learners. As soon as teachers provides the students understand
their technical capacity and teachers can explore new means of training,
attraction means and ability to handle the technical innovations with them. As
a result, learners become motivated for independent or group work.
2.
Methods
2.1.
Settings and participants.
This research was conducted through students feedback
administered to 46 schoolchildren at school-lyceum ¹56 in Astana, Kazakhstan. Participants were 8-11 forms.
2.2.
The way of using audiocasts and videocasts in English teaching
The emergence and
application of information technologies in the educational process contribute
to the renewal of traditional methods and techniques in the organization of the
educational process at the university. Moreover, the teachers and the students
had the opportunity to present cooperation, boundless creativity and a great
desire to learn English. To date, information computer technologies have
occupied a central place in the learning process.
Traditional
methods of the teaching require the student concentration, focusing on, memory
voltage. As the experience of many years, not every student is able to work in
this mode. Due to the nature of the psychological characteristics, such as the
perception of the student are often lagging behind the subject. In these modern
requirements to the level of education does not allow reducing the amount of
information necessary for the assimilation of the students’ subject. [3]
Every year the
teachers of a foreign language are increasingly used in the classroom information
and communication technologies, as it becomes apparent that the application of
these technologies to optimize the learning process and contributes to
students' motivation to learn foreign languages. The use of ICT in the
classroom allows operating a large volume of training material, increases the
proportion of independent work of each student, and provides individualization
and differentiation of instruction.
Increasingly,
teachers of foreign languages widely used in their upbringing and
educational activities of the information resources on the Internet, as well as
ready-made multimedia programs. Using a computer in the classroom requires
specific teacher training in the use of these resources, it also requires a lot
of time to prepare for classes to hold them at a high technological level.
It is interesting
and useful to the use podcasts for the development of listening skills in the
classroom.
There is a whole
series of podcasts compiled especially for students learning languages. It
includes a variety of topics, such as, "Travelling",
"Health", "Business", and others.
Experience of
using podcasts in the classroom allows us to conclude that it is not difficult,
because you can listen to the record a few times during the lesson, but also
very interesting for the students. In addition, audio files have good quality,
different levels of difficulty, and different degrees of playing time. Based on
their tasks in the classroom, teachers have to use different podcasts. Besides,
we note perfect language from professional speakers, non-adapted, but
completely understandable.
Almost every
audiotape is accompanied by a printed version, which is useful in the
preparation and development of methodological materials for classes. Therefore,
while working on the theme "Travelling" students first invited to
listen to the dialogue in slow motion. After listening to the explanation given
to students with examples of lexical units, allowing students without having to
use a dictionary to understand unfamiliar words and phrases. After the
explanations offered comprehension exercises content. Only after that, you will
hear the dialogue at a normal rate of speech. Experience shows that students
like this works. They get the opportunity to be in an authentic situation, and
the process of learning a foreign language is particularly fascinating,
motivated and effective.
Today, as in the
development of listening skills significantly increased requirements; the use
of podcasts is an integral part in the teaching of foreign languages.
Podcasting
technology is currently one of the most relevant in the study of a foreign
language. Podcasts for learners of English as a second foreign language can be
found on the websites www.eslpod.com. In class, depending on the topic, we use
videocast from site: www.eslpod.com. Due to thematic audio tape, students quickly memorize vocabulary,
which is then used in the dialogues composed by analogy with the heard.
2.3.
Instrumental.
The major sources are educational videos from BBC news
and audio tapes from the website www.voanews.com. The methods used were
observing students listening and visual skills during the lessons.
When
watching a movie in a foreign language can be recommended to use the following
instructional techniques:
· View fragment foreign language film without subtitles;
· View part of the movie in a foreign language with subtitles in a foreign
language;
· View part of the movie in a foreign language with subtitles in their own
language;
· View fragment foreign language film without subtitles;
· View fragment foreign language film without subtitles and record
keywords for understanding of the fragment;
· Browse the episodes before and after the fragment, which were worked;
Views the same
fragments with the sound turned off and try to voice it. [4]
2.4.
The procedures for data collection and analysis.
During the
lessons, students attentively did the listening tasks according to the audio
tapes. They answered the questions and discussed several problems. After
lessons tasks were checked by my advisor and me, mistakes were corrected.
3.
Findings and discussion
3.1.
Perceptions with regard to audio and videotapes.
In terms of the
overall quality of listening skills most of the students (95%) kept interest
during the class.
When students
were asked whether audio tapes are more interesting and easier than video
tapes, 75% of the students were satisfied about video tapes. They found it more
interesting, because they could notice some details visual.
When students
were asked if they learn more with audio and video tapes, 96% of students
agreed, other 4% disagreed, because the sources were difficult for their
understanding.
Besides, students
were asked about their perceptions regarding listening skills, 100% of students
answered that they started to differentiate and understand people’s
accents
4.
Conclusion
In summary, we can conclude that the
audiocasts and videocasts as media vehicles have, along with other resources,
extensive diversity of foreign language teaching. Moreover, the skills
generated by using technology of podcasting, beyond the foreign language
competence. Internet develops social and psychological quality of students,
their confidence and their ability to work in a team; thereby creating a
favorable atmosphere, not only for the development of specific competencies,
but also general cultural competency plan. In addition,
it can be stated strongly that English Language Teachers may use podcasts in
the classroom:
(a) as an interesting activity in which students learn
communication skills,
(b) to teach English in a simple and easy way,
(c) to teach students how to be an effective listeners
as well as good speakers since most of the topics,
(d) to teach language with the help of diverse
activities based on podcasts,
(e) to enhance competency in the use of technology, and
(f) as a motivational technique to keep students on
task.
References
1) Adams, C. (2006). Geek’s guide to teaching in the modern age.
Instructor, 115(7), 48–51.
2) Online Merriam-Webster Dictionary: www.merriam-webster.com/dictionary/
3) Belaya, A., Shulga, “On the role of interactive communication in
learning a foreign language // woman. Society.” Education: Proceedings of the
13th Intern. Scientific and practical. Conf., Dec. 17, 2010. / Minsk. Women's
Institute Anvil. - Minsk, 2011. - pp 284 -286
4) Avramenko, A. “ Mobile learning: stages of development and current
trends” // Scientific BelSU statements. Humanities. Vol. 17, ¹6 (149).
Belgorod, 2013. pp 11-16