Audio Podcast Retelling versus Corpus-Based Learning and Vocabulary Knowledge Development of English Language Learners

Autor/inn/en	Razaghi, Amin; Faruji, Laleh Fakhraee; Salehi, Masoomeh
Titel	Audio Podcast Retelling versus Corpus-Based Learning and Vocabulary Knowledge Development of English Language Learners
Quelle	In: Anatolian Journal of Education, 7 (2022) 1, S.181-196 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Vocabulary Development; English (Second Language); Second Language Instruction; Teaching Methods; Instructional Effectiveness; Foreign Countries; Handheld Devices; Information Dissemination; Audio Equipment; Adolescents; Conventional Instruction; Iran + Suchen Sie Ihr Suchwort? Wortschatzarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Ausland; Informationsverbreitung; Audio-CD; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	This study aimed to investigate the effects of audio podcast retelling vs. corpus-based vocabulary learning on vocabulary knowledge development of Iranian English language learners. To conduct the study, 60 homogenous students were selected as the participants. They were divided randomly into three groups, two experimental groups and one control group, each consisted of 20 students. The participants then took part in the pretest. The first experimental group was treated via teaching vocabulary through podcasts, and the second one was treated via teaching vocabulary through corpus examples. Finally, all the participants took part in the posttest. The results of the data analysis showed that the participants in the corpus-based learning group significantly outperformed the participants in the podcast group. The results of this study could be (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01