This study investigated the use of podcasts to promote positive attitudes toward the use of self-... more This study investigated the use of podcasts to promote positive attitudes toward the use of self-reflection for speaking development. Seventy-five Thai EFL university students completed ten podcast recordings and self-reflections throughout the semester, and a written self-reflection report at the end of the semester. Quantitative data was gathered via an adapted version of Elliot’s (1995) Pronunciation Attitude Inventory, and qualitative data was gathered via focus groups and the final written self-reflection report. The quantitative data was analyzed using mean, median, and the Wilcoxon Signed Ranks Test; the effect size was calculated using the Effect Sizes for Non-Parametric Data calculation. The qualitative data was analyzed using the “Scissor-and-Sort Technique” to identify themes and attitudes the students expressed toward the podcast and self-reflection activities, and any effects on self-awareness, ability to self-monitor, self-esteem and self-confidence when speaking. The results revealed that the podcast and self-reflection activities had a positive impact on the students’ learner autonomy, language skills and self-confidence, and the participants felt that the podcast and self-reflection activities were useful. Students increased their self-confidence in relation to identifying their own errors and improving their pronunciation, as well as having a more positive attitude toward recording themselves and doing self-reflections.
This study investigated the use of podcasts to promote positive attitudes toward the use of self-... more This study investigated the use of podcasts to promote positive attitudes toward the use of self-reflection for speaking development. Seventy-five Thai EFL university students completed ten podcast recordings and self-reflections throughout the semester, and a written self-reflection report at the end of the semester. Quantitative data was gathered via an adapted version of Elliot’s (1995) Pronunciation Attitude Inventory, and qualitative data was gathered via focus groups and the final written self-reflection report. The quantitative data was analyzed using mean, median, and the Wilcoxon Signed Ranks Test; the effect size was calculated using the Effect Sizes for Non-Parametric Data calculation. The qualitative data was analyzed using the “Scissor-and-Sort Technique” to identify themes and attitudes the students expressed toward the podcast and self-reflection activities, and any effects on self-awareness, ability to self-monitor, self-esteem and self-confidence when speaking. The results revealed that the podcast and self-reflection activities had a positive impact on the students’ learner autonomy, language skills and self-confidence, and the participants felt that the podcast and self-reflection activities were useful. Students increased their self-confidence in relation to identifying their own errors and improving their pronunciation, as well as having a more positive attitude toward recording themselves and doing self-reflections.
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identify themes and attitudes the students expressed toward the podcast and self-reflection activities, and any effects on self-awareness, ability to self-monitor, self-esteem and self-confidence when speaking.
The results revealed that the podcast and self-reflection activities had a positive impact on the students’ learner autonomy, language skills and self-confidence, and the participants felt that the podcast and self-reflection activities were useful. Students increased their self-confidence in relation
to identifying their own errors and improving their pronunciation, as well as having a more positive attitude toward recording themselves and doing self-reflections.
identify themes and attitudes the students expressed toward the podcast and self-reflection activities, and any effects on self-awareness, ability to self-monitor, self-esteem and self-confidence when speaking.
The results revealed that the podcast and self-reflection activities had a positive impact on the students’ learner autonomy, language skills and self-confidence, and the participants felt that the podcast and self-reflection activities were useful. Students increased their self-confidence in relation
to identifying their own errors and improving their pronunciation, as well as having a more positive attitude toward recording themselves and doing self-reflections.