Jurnal kpr2

Networks: Vol. 13, Issue 1 Spring 2011

Podcasting in a High School Spanish Language Class to Improve the
Speaking Skill: An Action Research Study

Maggie Brennan Juana and Deniz Palak
Blind Brook High School and North Carolina Central University
Using action research as a method of inquiry, a high school Spanish teacher undertook this study to
understand how podcasting could be used to help improve students’ Spanish speaking skills.
Multiple sources of data collected and analyzed by the teacher-researcher in collaboration with her
students and other collaborators reveal that the frequency and variety of carefully designed weekly
podcasting assignments over time helped improve student speaking skills. This paper provides a
framework of reference for other K-12 teachers as to how they could use new technologies
successfully and understand the effects in their classrooms.
Speaking in the target language tends to be the most degree program from New York Institute of
challenging aspect of second language learning and Technology.
teaching (Horwitz, Horwitz, & Cope, 1986;
Pichette, 2009). Speaking produces more anxiety The word “podcast” resulted from the joining of the
for most students compared to other skills such as terms “iPod” and “broadcasting” (Cruz &
reading, writing, and listening. Contemporary Carvalho, 2007; Lim, 2005). According to the New
approaches to second language learning emphasize Oxford American Dictionary, a podcast is "a digital
challenges associated with reducing student anxiety recording of a radio broadcast or similar program,
in the classroom (Young, 1990; Frantzen & Magnan made available on the Internet for downloading to a
2005, Pichette, 2009). For most students, however, personal audio player.” The generally accepted
the classroom teaching environment is the only definition has expanded to include the following: A
opportunity to practice speaking in the target podcast is a compressed digital multimedia file
language. This limited opportunity to practice (audio or video) that is made available on the
speaking coupled with student anxiety about Internet for download and playback using a
speaking in the target language are challenges for computer or a mobile device such as an iPod. A
both students and teachers of language. Concerned podcast file can also be uploaded to websites, linked
with improving students’ Spanish speaking skills, to a blog, sent through email, or any other way that
this study is an account of Maggie Brennan Juana’s a traditional computer file can be shared
experience using podcasting to aid students with (Fontichiaro, 2007). The most advantageous aspect
speaking Spanish at the secondary level. Maggie is of podcasts is their ease of distribution. They are
a high school Spanish teacher who teaches not restricted to the iPod technology and are easily
Advanced Placement Spanish and other upper-level downloadable on any MP3 device or onto a
honors courses at a suburban high school outside of computer. Any person with a mobile device such as
New York City. Using the action research an iPod or any other MP3 player can listen to these
methodology (McNiff, Lomax, & Whitehead, files anywhere once they download a podcast file
2003), the study was conducted to determine if and onto their mobile device.
how the use of podcasting would help improve
student speaking abilities. Maggie conducted this Considering the limited opportunities for practicing
study and wrote the article under the supervision of the speaking skill in her traditional classroom
Dr. Deniz Palak while taking a course in a graduate environment, Maggie considered using podcasts as
Juana & Palak 1


a supplement to her already existing practice. She improve the speaking skill, Maggie undertook the
considered podcasting technology to help improve study. She conducted this action research study, in
her students’ Spanish speaking skills for three collaboration with her students and a colleague in
specific reasons: (1) podcasting made the her school, based on the action research framework
distribution and sharing of audio files or recorded modeled by Dr. Deniz Palak while taking a course
speech files extremely easy; (2) podcasting eased taught by this instructor. To comply with the ethics
student anxiety about speaking in the target of research, Maggie filed an IRB protocol and
language and provided convenience as well as received permission from the parents, as well as the
flexibility as to when and where students could district, before conducting the study. We believe
listen and practice Spanish; and (3) podcasting this study will contribute to the body of literature on
suited the lifestyle of the 21st century students with action research conducted by K-12 classroom
its ease of distribution and flexibility of listening to teachers themselves. Also, we believe the topic of
audio and video anywhere at any time. It provided the study, the use of educational podcasting in a
a great alternative to the traditional method of language classroom, will help others who are trying
listening and recording audio within the four walls to integrate this technology into their day-to-day
of a typical second language classroom practices.
environment. The Research Context
Emerging research of this relatively new technology The Teacher
also supported her assumptions that podcasting has Maggie Brennan Juana is a high school Spanish
shown to improve pronunciation and speaking skills teacher who undertook this study in an Advanced
among college students (Lord, 2008). Despite its Placement Spanish Language class during the
great potential to bridge the gap between the content school year of 2008-2009, over the course of two
delivery and the lifestyle of the students of the semesters. Though not a native speaker of Spanish,
Millennial Generation across K-16, research is not Maggie has been immersed in the Spanish language
yet available to help teachers gauge the benefits of through her trips to Europe, Central and South
podcasting when it is used in traditional K-12 America and at home with her native Spanish-
teaching environments. Published research articles speaking spouse. She has been teaching Spanish for
on the experience of using podcasting in a language nine years.
class are few. Those who have used it consistently
expressed benefits of podcasting such as improving The Students
student speaking skills and emphasized its ease of The student participants of the inquiry were 10
use (Johnson, 2008; Lim, 2005; Lum, 2006). High seniors from an Advanced Placement Spanish class.
school and middle school science teachers have All of these students have excelled at Spanish in the
conducted studies indicating that podcasts increased past and were responsible mature adults. They had
student motivation, technical skills sets, and content engaging and intelligent commentary during the
knowledge in science (Piecka, Studnicki, & entire process. Extensive amounts of work were
Zuckerman-Parker, 2008; Putman & Kingsley, expected from them and they willingly complied.
2009). Other studies conducted in the area of They provided interesting and informative feedback
educational podcasting within college settings have on the podcasting and oral recordings done as part
focused on its use as a tool to supplement and of this research study.
support content delivery in traditional college
lectures and e-learning environments (Ractham,
2006; Lee, McLoughlin, & Chan, 2008; Lord, 2008; The School
Ormond, 2008; Parson, 2009; Oliver, Osborne, & This research was conducted at Blind Brook High
Brady, 2009). School, a small high school located in an upper
middle class community outside of New York City.
Charged by her concern about improving students’ For the last five years, this high school has
Spanish speaking skills and encouraged by the consistently been listed as one of the top 100 high
potentials of podcasting as a tool to help students schools in the nation by Newsweek magazine as

Juana & Palak 2


well as US News and World Report. The high phones. When given the signal, they recorded their
school also has an outstanding percentage of voices by speaking over the phone and then posting
students going onto college. For the past 4 years, the recording to gcast afterward.
99% of the students attended a 4-year university,
with the remaining 1% going to 2-year universities. The current study included two types of oral
recordings: podcast recordings done via gcast and
Methodology Audacity recordings done in a language lab at
school. The concept map displayed in Figure 1
The purpose of this study was to investigate how captures the image of the action research design for
podcasting, as a medium of oral recording, helped both types of oral recordings. Once every two
improve students’ Spanish speaking abilities in a weeks, students completed a traditional recording in
12th grade traditional face-to-face high school the language lab on Audacity software, as done in
setting. The study started in November of 2008 and the past. These traditional lab recordings were done
continued to May of 2009. in a group setting during class time. Typically, the
students were given a specific assignment, such as
Making oral recordings by other traditional methods comparing and contrasting two similar Spanish
was an already existing practice in this particular stories or completing a “simulated conversation”
language class. The use of other oral recording with another recorded voice. They were given two
techniques, such as recording the student voices on minutes to speak as clearly, concisely, and fluently
cassette tapes and CDs had been used in the past. as possible in order to complete the assignment. By
Cassette tapes were abandoned long ago, and were contrast, the weekly podcast recordings were to be
replaced by CDs. The CDs were slightly more completed over the weekend by phone at any
convenient in terms of playback methods, but this location. The type of assignments for the podcast
method still required the teacher to carry them from recordings were similar to the language lab
one location to another. Recording on computer recordings; they spoke for two minutes on such
software such as Audacity in a computer language topics as comparing and contrasting different pieces
lab was a common practice for the last few years. of literature, videos, or news topics.
Recording student voices using this software in the
computer lab was much more convenient and The purpose of these oral recordings was to
reliable, yet still had many disadvantages. improve students’ speaking skills. To assess the
Recording in a lab took valuable class time. Also, extent to which students improved the speaking
the process of recording in a lab, in the presence of skill, two rubrics were developed for the different
other students, created distraction since students types of assignments (Appendix A & B). They were
could hear each other’s voices while their own was both based on the following criteria:
being recorded. Podcasting, on the other hand, • Task Completion – This refers to how well the
released class time for more learning and made students answered the question or dealt with the
recording and listening far more convenient and prompt. In other words, did they answer the
inexpensive for both the teachers and the students. question or did they veer off onto another topic?
• Topic Development – This criterion referred to
The gcast (www.gcast.com) was the website that how well students developed the topic of the
was used to facilitate the sharing of weekly podcasts recording. If they discussed the topic in a
among students and the teacher. Students recorded thorough and relevant way, they were rated
their weekly podcasts over the phone. Recordings highly. In order to receive consistently high
were then uploaded to and downloaded from this marks in this category, they also needed to:
online podcasting site, where the teacher-researcher (a) have a well-organized, cohesive,
had created a secure account for student use. This accurate response,
account ensured the safety and privacy of the (b) synthesize the information from the
students since it only allowed access to the sources, and not just simply restate or
members of this closed group. The students summarize the sources, and
completed their podcasts by calling an 800 number (c) have appropriate cultural references.
associated with this website, usually on their mobile

Juana & Palak 3


• Language Use – This criterion measured their recording, they had to synthesize the three
correct use of the Spanish language. In order to previously mentioned sources in their presentation
receive a high grade in this category, students as well as add their own information and
needed to: commentary. Because this was a formal
(a) use advanced grammatical structures presentation, the AP Rubric for Presentational Oral
with very few errors, Recordings (Appendix B) was used to assess this
(b) include rich and precise vocabulary, type of lab or podcast recording.
(c) have a high level of oral fluency with
excellent pronunciation and the appropriate Informal Presentations (IP) were much shorter and
use of “register,” the manner in which one used less formal speech. They were spontaneous
addresses one’s audience. speeches regarding their opinion on a current event,
a pseudo-phone mail message to a friend or a story
Although both rubrics are divided into the same they would tell regarding their vacation. These
three criteria, they also differ slightly. The types of recordings required a different type of
differences in the two rubrics reflect the differences language skill, which is more informal and casual,
in the types of speech and language that are needed but nevertheless is important to language
to effectively complete the different types of development. A different rubric was necessary for
assignments. The rubric in Appendix A displays this type of assignment. Therefore the AP Rubric of
the criteria and scales of measurement that were Interpersonal Oral Recordings was used to assess
used to assess “Interpersonal Oral Recordings.” these informal presentations (Appendix A).
The format of these recordings was meant to imitate
casual, friendly speech. The rubric in Appendix B Simulated Conversations (SC) were assignments
was used to assess the “Presentational Oral only completed in the language lab because they
Recordings,” which were meant to imitate much required the students to listen to an external CD as
more formal types of speeches and presentations. well as record their voices. The Simulated
Conversation tried to simulate a real conversation
After Maggie assessed each of the recordings using by having the students listen to one side of a
the appropriate rubric, she returned the feedback to conversation on a CD, and then respond
the students before the next week’s assignment. individually for approximately 20 seconds.
This formative assessment model allowed the Although the students were notified in advance of
students to use this feedback as a way to recognize the topic to be discussed, they are expected to
what they had not done well the previous week and respond spontaneously to each exchange. This type
improve upon it for the following recording. of assignment was also considered to be informal
speech and use informal language skills. Therefore
The types of assignments given were Formal the AP Rubric of Interpersonal Oral Recordings
Presentations (FP), Informal Presentations (IP) and (Appendix A) was used here also.
Simulated Conversations (SC). The Formal
Presentations consisted of the students preparing for The triangulation matrix below (Table 1) displays
their recordings by reading two written documents the major research question in relation to the criteria
and listening to one oral recording. Afterward, they for measurement and sources of data. Multiple
were given two minutes to plan their presentation. sources of data were collected to help Maggie
After the two-minute planning time, they were examine the effects of her undertakings. In addition
given two minutes to make an oral recording- to the two rubrics that were used to assess different
speaking as if they were giving an oral presentation types of podcast recordings, Maggie used a
to a specific audience. For example, the audience researcher’s diary and pre/post student surveys. She
could be the School Board in their town, their used the research diary as a way of recording
Spanish class, a town hall meeting, etc. In this observations of student performance and note

Table 1: Triangulation Matrix

Juana & Palak 4


Research Question Criteria Data Sources
What is the effect of • Task Completion: • Two rubrics that
podcasting to help • Student fully completes the task assessed the
improve student • Student refers to and integrates well speaking skill
speaking abilities? outside sources into the oral presentation • Researcher’s
• Topic Development: diary
• Treatment of topic is relevant and thorough • Pre and Post
• Response is very well organized and student survey
cohesive • University
• All or almost all information is accurate collaborators
• Comparison and contrast of information • Student
significantly outweighs summary or mere discussions
quotations
• Accurate social and/or cultural references
included
• Language Use
• Use and control of complex structures;
very few errors with no patterns
• Rich vocabulary used with precision
• High level of fluency
• Excellent pronunciation
• Register is highly appropriate
students’ comments and claims about the tools subject matter of the podcast differed from
they used. She also used the diary to record week to week, but included formal
questions or comments on the study to be later presentations (FP) based on multiple sources,
discussed with Deniz. The surveys were such as newspaper articles, other podcasts,
distributed both at the beginning of the short stories, and magazine articles. Informal
research study and the end. At the beginning presentations (IP) included the expression of
of the research process, the “Pre-Research personal opinions on current events, such as
Student Survey” (Appendix C) was filled out by pseudo answering machine recordings. For
the students in order to gauge their opinions of both of these assignments, students were given
their abilities. The purpose of the survey was to a prompt on a specific topic and then were
have the students consider their strengths and expected to record a podcast using vocabulary
weaknesses in Spanish. This survey queried related to the prompt.
the students on many aspects of their Spanish
abilities, including their speaking, reading, Occasionally, after making their recordings, the
writing and listening abilities, as well as their students were instructed to go back to the
grammar, their ability to express their ideas website and listen to the podcasts of their
and their anxiety in recording their voice. The classmates. Afterward, there would be a class
pre-research survey gave a basis for discussion on what they learned or what they
comparison for the post-research survey heard in the podcasts of their classmates. High
(Appendix D) given at the end of the school school students were extremely uncomfortable
year. with this aspect of podcasting due to the
Implementation sensitive nature of one student giving their
opinion of the performance of another student.
Podcast recording assignments were given To help aid the process, Maggie created
every Friday, and they were to be completed at guidelines as to what format the commentary
home over the weekend. The format and should take. She required students to state two

Juana & Palak 5


positive comments and one constructive improved by 45 – 65% range. The other four
criticism. Although the students found it very students have less dramatic improvements,
difficult to listen and comment on to other reflecting their higher degree of ability at the
students’ recordings, the process proved itself start of the study, continuing to the end.
to be highly beneficial. The opportunity to
reflect on another podcast affected their A closer examination of students’ scores also
opinion on the quality of their own podcast. revealed an incidental finding, which Maggie
When the students listened to themselves, they had not anticipated at the beginning of the
self-evaluated how well they had answered the study. The underlying assumption to use
questions and how thoroughly they had podcasting in this particular classroom was to
completed the assignment. When they listened simply increase the frequency of oral
to others’ voices, they were able to analyze how recordings. Maggie assumed that this increase
well the other student had accomplished the would give students more opportunities to
task and how thoroughly they had discussed practice Spanish, and thus help them improve
the same prompt. the speaking skill. However, the examination
of results revealed that the medium of oral
Results recording was just as important as the
frequency of recording. When the students
The purpose of this study was to assess how the completed their oral recordings in the language
use of podcasting in this high school Spanish lab via computer software, they were more
Language class helped improve the student’s nervous, uncomfortable, and received lower
speaking skills in the target language. To assess grades. They made comments such as “I feel
the extent to which podcasting helped improve like everyone is listening to me,” “I can only
the speaking skills of the students, Maggie hear Johnny talking, but I can’t hear myself!”
evaluated student performances in the and “Hearing everyone else speak at the same
following three criteria: (1) Task Completion, time is really distracting.” However, when
(2) Topic Development, and (3) Language Use. they completed their recordings via podcasts,
The results of the study are reported below students produced higher quality recordings.
based on these criteria. Podcasting removed distractions from the
environment and put their anxieties about
The Task Completion criteria received the speaking a second language at ease, which
highest ratings for all 10 students throughout supported them in receiving better grades on
the implementation of this action research their recordings.
study. Task Completion refers to whether the
student had fully addressed the task as it was Maggie shared this incidental finding with the
assigned, and if they had incorporated all the students at the end of the study. None were
sources that were indicated. All 10 students surprised. They were unanimous in their
scored very highly in understanding, opinions of how much the podcasting helped
completing, and thoroughly addressing the their speaking abilities in a positive way.
topics, as well as integrating the sources into Students described how much more
their recordings. As for the other two criteria, comfortable they were speaking into their cell
Topic Completion and Language Use, the phones, in the privacy of their own homes. The
overall improvement from the podcasting improvement of the speaking skill was evident
recording assignments differed from student to in the student commentary. One student said,
student. The improvement was most visible for “my Spanish just exploded this year.” All ten
six out of the ten students. For example, who ranked their speaking ability lower than
Student #3 started the study with 30 total the other three skills (listening, reading, and
points on the first assignment and finished the writing) in the pre-research study (Appendix
year with a 50 on the last assignment, C), rated their speaking just as good or better
reflecting a 66% improvement for that student. than the other three skills in the post-research
In addition to student #3, five other students survey (Appendix D).

Juana & Palak 6


was true because podcasting provided not only
The evidence in the data collectively pointed to additional practice but also eased student
the fact that podcasting as a medium of digital anxiety and boosted student confidence about
recording technology facilitated the speaking in the target language.
improvement of the speaking skill. It eased
student anxiety about speaking in the target The Advanced Placement (AP) Spanish
language. In each of the data sources, the Language exam, written and administered
theme of greater confidence in students’ nationwide by the College Board in May of
speaking ability was repeated. In the pre- every year, provided factual support for these
research survey conducted with the students, findings. A comparison of the AP test scores
the students rated their abilities in four between those students who used podcasting in
categories: grammar, accent, fluidity, and May of 2009 to those who did not in the
ability to express their ideas. At the end of the previous two years revealed a 20 percent
study, students rated themselves in the same increase between the two years. The
categories. Without exception, each student podcasting group had an average score of 4.2
indicated they had improved in each item. They (out of 5) in comparison to non-podcast group
commented on the fact that doing the speaking with a 3.6 (out of 5) average.
at home gave them confidence to do it in front
of others. They stated that podcasting gave Conclusions
them the opportunity to express more complex
ideas in a target language rather than simply According to Schwab (1973), there are four
answering classroom questions for more than commonplaces of educating – Teaching,
just a few sentences. One student said, “Before Learning, Curriculum and Social Matrix, which
I spoke very haltingly, now I feel like I am more later will be referred to as Governance. Schwab
fluid and can express my ideas better.” believed that each commonplace was a piece of
Another student said, “podcasting helped me the educating puzzle, together forming the
greatly with things like transition words, shared experience of the teacher, student, and
making my speech more connected and social milieu. Like many others (Gowin, 1981;
smooth.” Overall, it was a very positive Gowin & Alvarez, 2005; Novak & Gowin, 1984;
experience, which they highly recommended to Novak, 1998; Novak, 2010), we used these
be incorporated into all the classes for next commonplaces as a “check list” to explain and
year. understand the effectiveness our intervention:
use of podcasting in this second language
Maggie’s journal entries taken in the midst of classroom.
the research process indicated her doubts as to
the effectiveness of podcast recordings aiding Commonplace #1 - Teaching
the student’s speaking abilities. Here are some As a language teacher, Maggie had been
examples of those comments that reflected her puzzled by the challenges involved in teaching
doubts during the research process: “How will I the speaking skill. Historically, speaking was
be able to compare the results of these the lowest scoring section of all the
students, if the improvement I see is simply standardized tests that her students took over
due to the increase in frequency of recordings, the course of their high school years. As a
and not the act of podcasting itself?” “Is result, she decided to use podcasting as a
recording your voice over the phone in the means of increasing the frequency of oral
privacy of a bedroom truly a realistic way of recordings and student practice of the speaking
practicing speaking in Spanish?” But after the skill. Because students completed the podcasts
post-research study survey and extensive assignments at home or elsewhere at one’s own
conversations with the students and Deniz, the pace, it freed class time for other valuable
teacher-researcher confidently arrived at the language work and increased the frequency of
conclusion that podcasting was beneficial to student oral practice. Also, podcasting, as a
improving the Spanish speaking abilities. This medium of oral recording, has been found to be
Juana & Palak 7


more beneficial to the students compared to Commonplace #3 - Curriculum
other traditional media. It suited the life style The incorporation of podcasting has been so
of the Millennial Generation, eased student successful, convenient and inexpensive, that it
anxiety about speaking in the target language, has clearly changed the speaking aspect of this
and facilitated self-reflection and advanced Spanish curriculum. Through this
improvement. study, Maggie is now able to move away from
just hoping the students could express their
Commonplace #2 - Learning ideas coherently by the end of the year, to being
able to “tweak” their speaking skills to improve
Through the student completion of weekly
them in specific ways. Rather than listening for
podcast assignments, receiving formative
grammar errors twice monthly as done in the
feedback about their work, and classroom
past, the teacher-researcher is now able to
discussions of the podcasting assignments,
apply the appropriate, specific rubric to the
students were able to improve their speaking
weekly recording assignment. This increase in
skills on a continuous basis. They were able to
frequency as well as the addition of the detailed
discuss techniques that aided them in
rubric has changed the way speaking is taught.
speaking, and they were able to employ those
Rather than being the most difficult second
techniques the following week in the next
language skill, it has become the skill that is
assignment. The students indicated that clarity
most improved. Maggie’s teaching curriculum
in the assessment criteria delineated in the
now includes weekly podcasts.
rubrics and classroom discussions on the
podcasts assignments guided them in the areas
where they needed to improve. Students were Commonplace #4- Governance
able to see that they accomplished the task, but This study positively affected
that they still needed to incorporate one or two communication and collaboration between
sub-areas associated with a criterion. The Maggie and her students, as well as Maggie and
process of formative assessment guided them her colleagues at school. We shared, analyzed,
to know where they were and what and made sense of the data together. We were
improvement was needed for the following able to “unpack” what it is that we were trying
assignment. to improve and how we progressed in improve
it. The improvement of student scores on the
The medium of oral recording, podcasting, Advanced Placement exam at the end of the
proved also to be thoroughly enjoyable to the year came as a by-product of our conversations
students. The privacy of the podcasting at and efforts.
home greatly improved their confidence level
about speaking in the target language. By Implications
proving to themselves that they could do it at
home alone, they were more confident and less As a result of this action research project,
nervous to speak in class. Students greatly Maggie will incorporate podcasting into every
improved their accent and pronunciation - level of Spanish taught. On a more personal
indicated by both their self-assessments as well note, she has found success lay not only on the
as the teacher assessments. Podcasting allowed technology used in the classroom but also in
the students to speak for a full two minutes many of the techniques incorporated in the
comfortably about a topic, rather than what course of this inquiry. Pre-determining and
was typical done in class, which was to answer communicating the criteria for success with
a question in only a few sentences. This students was one. Sharing data obtained on
extended amount of speaking time, coupled student performance on these criteria and their
with the comfort and ease of this medium, opinions was another. For example, presenting
helped students improve fluency and their student progress in graphs and sharing this
ability to express themselves. visual data representation with students was a
very powerful motivator to show students their

Juana & Palak 8


growth in specific areas. In the future, students http://www.iadis.net/dl/final_uploads/2
will be given their own personal graph at the 00711L040.pdf
end of the year showing them their http://74.125.155.132/scholar?
improvement or lack thereof. q=cache:Hom5JIyJdJoJ:scholar.google.c
om/+podcasting+history&hl=en
If this study were to be repeated, Maggie would
continue to integrate the different formats of Fontichiaro, K. (2007). Podcasting 101. School
oral recordings such as Formal Presentations, Library Media Activities Monthly . 23
Informal Presentations and Simulated (7),22-24.
Conversations. Yet, in order to effectively
compare the results of each format, there needs Frantzen, D., Magnan, S. (2005). Anxiety and
to be more consistency in the total number of the true beginner-false beginner dynamic
assignments in each category. Additionally, all in beginning French and Spanish
assignments could be labeled in a more clear classes. Foreign Language Annals,
fashion, so as to be able to refer to them more 38(2), 171-190.
easily when analyzing the data. Finally, Maggie
will be better prepared to deal with Horwitz, E., Horwitz, M. & Cope, J. (1986).
technological problems experienced from time Foreign language classroom anxiety. The
to time due to the open-source podcasting Modern Language Journal . 70(2), 125 –
technology used in this study. Although 132.
gcast.com as an open-source free podcasting
technology, it was no longer available as of Feb. Johnson, S. (2008). Technology takes students
1st, 2010. There are numerous other podcasting beyond the classroom. The Language
websites, such as podbean.com, Educator 3(6), 38-40.
mypodcast.com and lifehacker.com, which are
available for use. Lee, M., McLoughlin, C., & Chan, A. (2008).
Talk the talk: Learner-generated podcasts
Maggie is continuing her research in how to as catalysts for knowledge creation.
create more effective and well-designed British Journal of Educational
podcasts. As Villano (2008) stated, “while Technology, 39(3), 501-521.
anyone can podcast, creating podcasts with
true academic value can be tough.” Further Lim, K. (2005). Now hear this: Exploring
concentration will be made in the future on podcasting as a tool in geography
improving the assignments to make them even education. Nanyang Technological
more student-centered and formative in University. Retrieved from the web on
orientation. Students will listen to each other’s September 26, 2009
podcasts far more often; group podcasts will be http://homepage.mac.com/voyager/brisb
recorded - leading to group discussions; and ane_kenlim.pdf
additional genres of podcasts will be included, http://74.125.155.132/scholar?
such as mock radio shows, music recordings or q=cache:znE-6TseFQUJ:scholar.google.c
skits. The possibilities for podcasting in a om/+podcasting+history&hl=en
second language classroom are only limited by
the creativity and willingness of the teacher. Lord, G. (2008). Podcasting communities and
second language pronunciation. Foreign
References Language Annals, 41(2), 364-79.
Cruz, S.C., Carvalho, A.A. (2007). Podcast: A
Lum, L. (2006) Language, culture &
powerful web tool for learning history.
technology. Diverse Issues in Higher
Proceedings of the IADIS International
Education 23(16), 31-32.
Conference on E-Learning. Retrieved on
September 26, 2009 from
Gowin, B.D. (1981). Educating. Ithaca, N.Y.:

Juana & Palak 9


Cornell University Press. Technology, 34,. (3), 215.

Gowin, B.D. & Alvarez, M.C. (2005). The art of Pichette, F. (2009). Second language anxiety
educating with V diagrams. New York, and distance language learning. Foreign
N.Y.: Cambridge University Press. Language Annals. 42, (1), 77.

McNiff, J., Lomax, P. & Whitehead, J. (2003). Piecka, D., Studnicki, E. & Zuckerman-Parker,
You and your action research project, 2nd M. (2008). A proposal for ozone science
Ed. Routledge Falmer. podcasting in a middle science
classroom. AACE Journal. 16 (2),
Novak, J.D. & Gowin, B.D. (1984). Learning 203-233. Chesapeake, VA: AACE.
how to learn. New York, Retrieved from http://www.editlib.org/p/
N.Y.:Cambridge University Press. 24433
Novak, J. D. (1998). Learning, creating, and
using knowledge: Concept maps as Putman, S. M., Kingsley, T. (2009). The atoms
facilitative tools in schools and family: Using podcasts to enhance the
corporations. Mahwah, N.J.: Lawrence development of science vocabulary. The
Erlbaum Associates. Reading Teacher. 63(2),100-108.

Novak, J.D. (2010). Learning, creating, and Ractham, P., Zhang, X. (2006) Podcasting in
using knowledge: Concept maps as academia: A new knowledge management
facilitative tools in schools and paradigm within academic settings. The
corporations. New York, N.Y.: DATA BASE for Advances in Information
Routledge. Systems, 13(15), 314-317.

Oliver, K., Osborne, J., & Brady,K. (2009). Schwab, J. (1973). The practical 3: Translation
What are secondary students’ into curriculum. School Review
expectations for teachers in virtual school 81(4),501-522.
environments? Distance Education,
30(1), 23-45. Villano, M. (2008). Building a better podcast.
THE Journal, 35(1), 30-37.
Ormond, P. (2008). Podcasting enhances
learning. Journal of Computing Sciences Young, D. (1990). An investigation of students’
in Colleges, 24(1), 232-258. perspectives on anxiety and speaking.
Foreign Language Annals, 23(6),
Parson, V. (2009). Educating an IPod 539-553.
generation: undergraduate attitudes,
experiences and understanding of vodcast
and podcast use. Learning, Media and

Juana & Palak 10


Appendix A:
AP RUBRIC FOR INTERPERSONAL ORAL RECORDINGS*

SCORE DESCRIPTION TASK TOPIC LANGUAGE USE
COMPLETION DEVELOPMENT

5 HIGH ● Fully addresses ● Relevant, thorough ● Use and control of
A speech sample and completes treatment of complex structures,
that demonstrates the task all/almost all very few errors
excellence in ● Responds fully elements of the ● Rich vocabulary
Interpersonal and thread of the used with precision
Speaking appropriately to conversation ● High level of
accomplishes the all or almost all ● Very well-organized fluency
following: of the and cohesive ● Excellent
parts/prompts of responses pronunciation
the conversation ● Accurate social ● Register is highly
and/or cultural appropriate
references included

4 MID-HIGH ● Appropriately ● Relevant, well- ● Use of complex
A speech sample addresses and developed treatment structures, but may
that demonstrates completes the of the elements of contain more than
command in task the thread of the a few errors
Interpersonal ● Responds conversation ● Very good
Speaking appropriately to ● Well-organized and vocabulary
accomplishes the all or almost all generally cohesive ● Very good fluency
following: of the responses ● Very good
parts/prompts of ● Generally accurate pronunciation
the conversation social and/or ● Register is
cultural references appropriate
included

3 MID ● Addresses and . ● Relevant treatment ● Control of simple
A speech sample completes the of the elements of structures, with
that demonstrates task the thread of the few errors
competence in ● Responds conversation ● Good range of
Interpersonal adequately to ● Organized vocabulary, but
Speaking most responses with may have
accomplishes the parts/prompts of adequate interference from
following: the conversation cohesiveness another language
● Generally ● Good fluency with
appropriate social occasional
and/or cultural hesitance
references included ● Good
pronunciation
● Register is
generally
appropriate

Juana & Palak 11


2 MID-LOW ● Partially . ● May have ● Limited control of
A speech sample addressees irrelevant treatment simple structures,
that suggests lack of and/or of the elements of with errors
competence in completes the the thread of the ● Narrow range of
Interpersonal task conversation vocabulary
Speaking can be ● Responds ● Responses may ● Labored
described as the inappropriately have inadequate expression,
following: to some organization minimal fluency
parts/prompts of ● Inaccurate social ● Fair pronunciation
the conversation and/or cultural which may affect
references may be comprehension
included ● Register
inappropriate

1 LOW ● Does not ● Irrelevant treatment ● Frequent errors in
A speech sample complete the of the elements of use of structures
that demonstrates task. the thread of the ● Few vocabulary
lack of competence ● Responds conversation resources
in Interpersonal inappropriately ● Responses may be ● Little to no fluency
Speaking can be to most disorganized ● Poor pronunciation
described as the parts/prompts of ● Inaccurate social impedes
following: the and/or cultural comprehension
conversations references included ● Minimal to no
attention to register

0 A speech sample that receives this score may be blank, off-task, completely irrelevant to the
topic, spoken in a language other than Spanish or a mere verbatim restatement of what the
interlocutor has said.

* Courtesy of the College Board, AP Spanish Language

Juana & Palak 12


Appendix B:
AP RUBRIC FOR PRESENTATIONAL ORAL RECORDINGS

SCORE DESCRIPTION TASK COMPLETION TOPIC LANGUAGE USE
DEVELOPMENT
5 HIGH ● Fully addresses and ● Treatment of topic ● Use and control of
A speech completes the task is relevant and complex structures;
sample that ● Refers to and thorough very few errors with no
demonstrates integrates well both ● Response is very patterns
excellence in sources into the oral well organized and ● Rich vocabulary used
Presentational presentation. cohesive with precision
Speaking ● All or almost all ● High level of fluency
accomplishes information is ● Excellent
the following: accurate pronunciation
● Comparison and ● Register is highly
contrast of appropriate
information
significantly
outweighs
summary or mere
quotations
● Accurate social
and/or cultural
references included
4 MID-HIGH ● Appropriately ● Treatment of topic ● Use of complex
A speech addresses and is relevant and well structures; but may
sample that completes the task developed contain more than a
demonstrates ● Refers to and ● Response is well few errors
command in integrates both organized and ● Very good vocabulary
Presentational sources into the oral generally cohesive ● Very good fluency
Speaking presentation. ● Information is ● Very good
accomplishes generally accurate pronunciation
the following: ● Comparison and ● Register is appropriate
contrast of
information
outweighs
summary or mere
quotations
3 MID ● Addresses and ● Treatment of topic ● Control of simple
A speech completes the task is relevant structures with few
sample that ● Integrates one of the ● Response is errors; may use
demonstrates sources into the oral organized with complex structures
competence in presentation, with adequate with little or no control
Presentational some or little cohesiveness ● Good range of
Speaking reference to the other ● Information is vocabulary, but may
accomplishes source. generally accurate, have occasional
the following: although there may interference from
be some another language
inaccuracy or lack ● Good fluency with
of precision occasional hesitance;
● Summary or mere some successful self-
quotations of correction
information may ● Good pronunciation
outweigh ● Register is generally
comparison and appropriate
contrast.
● Generally
appropriate social
and/or cultural
references included

Juana & Palak 13


2 MID-LOW ● Partially addressees ● Treatment of topic ● Limited control of
A speech and/or completes the may be irrelevant simple structures, with
sample that task ● Response may be errors
suggests lack of ● May refer to only one inadequately ● Narrow range of
competence in of the sources into organized vocabulary; frequent
Presentational the oral presentation ● Information may interference from
Speaking can be limited or another language may
be described as inaccurate occur
the following: ● There is little ● Labored expression;
comparison and minimal fluency
contrast of the ● Fair pronunciation,
information. may affect
● Inaccurate social comprehension
and/or cultural ● Register may be
references may be appropriate
included
1 LOW ● Does not complete ● Treatment of topic ● Frequent errors in use
A speech the task. is irrelevant of structures
sample that ● Refers poorly to only ● Response is ● Few vocabulary
demonstrates one of the sources disorganized resources; constant
lack of into the oral ● Information is very interference from
competence in presentation. limited and mainly another language
Presentational inaccurate ● Little to no fluency
Speaking can ● There may be no ● Poor pronunciation
be described as comparison and impedes
the following: contrast of the comprehension
information. ● Minimal to no
● Inaccurate social attention to register
and/or cultural
references included
0 A speech sample that receives this score may be blank, off-task, completely irrelevant to the
topic, spoken in a language other than Spanish or a mere verbatim restatement of what the
interlocutor has said.

* Courtesy of the College Board, AP Spanish Language

Juana & Palak 14


Appendix C:
Name: ________________________

Pre-Research Study
Student Survey

Directions: Please answer the following questions to the best of your ability, evaluating yourself on a scale
of 1 – 10. Please remember that your participation in this survey is entirely voluntary, and will only be used
for the purposes of the Action Research Study.

On a scale of 1 – 10, with 1 being terrible, 5 being average and 10 being outstanding, how would you
describe:

1. Your grammar in Spanish (either written or spoken) ______
2. Your accent and pronunciation in Spanish ______
3. Your ability to comfortably express your ideas in Spanish ______
4. Your fluidity or rate of speech ______

On a scale of 1 – 10, with 1 being not at all nervous, 5 being averagely nervous and 10 being extremely
nervous, how would you rate the following?

1. How do you feel about speaking out loud in Spanish? ______
2. How do you feel about recording your voice in Spanish? ______
3. How do you feel about listening to your voice recording? ______
3. How nervous do you think everyone else in the class is? ______
4. How nervous are you to listen to other student’s recordings? ______
5. How nervous are you to do any type of public speaking,
in either your native language or Spanish? ______

If you had to give yourself an overall rating of your abilities, with 1 being very limited, 5 being average and
10 being extremely talented, what number would you assign the following general categories?

1. Speaking ______
2. Listening ______
3. Writing ______
4. Reading ______

Please go onto next page.

Juana & Palak 15


Have you had any experience speaking Spanish to a native speaker?
Yes________ *
No ________

* If yes, when did you have this experience and how long did it last?

Have you ever traveled to a Spanish speaking country?
Yes ______ *
No ______

* If yes, how much time did you spend there?

Do you have any other foreign language experience, other than Spanish? Please explain.

Do you consider yourself a creative person in any way?

Thank you for your participation.

Juana & Palak 16


Appendix D:

Post Research Study
Student Self Evaluation of Spanish Speaking Skills

Directions: Now that our research study is over, please take a few minutes to evaluate your speaking skills in
Spanish. Please remember that your participation in this survey is entirely voluntary and will only be used
for the purpose of our action research study.

1. Do you feel your Spanish accent and pronunciation has improved since Sept. of 2008?

Yes

No

If yes, please indicate on a scale of 1 – 10 how much you think they have improved, with 1 being
a very slight improvement, 5 being average or customary yearly improvement and 10 being
extremely improved. Circle the appropriate number.

1 23 4 5 6 7 8 9 10

2. Do you feel your Spanish grammar and vocabulary has improved (within the speaking skill) since
Sept. of 2008?

Yes

No


1 23 4 5 6 7 8 9 10

3. Do you feel your Spanish fluidity or rate of speech has improved since Sept. of 2008?

Yes

No


1 23 4 5 6 7 8 9 10

4. Do you feel your Spanish ability to express your ideas has improved since Sept. of 2008?

Juana & Palak 17


Yes

No


1 23 4 5 6 7 8 9 10

5. Overall, do you feel your Spanish speaking abilities have improved since September of 2008?

Yes

No

If yes, please indicate on a scale of 1 – 10 how much you think it has improved, with 1 being a
very slight improvement, 5 being average or customary yearly improvement and 10 being

1 23 4 5 6 7 8 9 10

6. Do you have any other comments?

Juana & Palak 18

Jurnal kpr2

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (16)

Ähnlich wie Jurnal kpr2

Ähnlich wie Jurnal kpr2 (20)

Mehr von rozi ahmad

Mehr von rozi ahmad (7)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Jurnal kpr2