Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning

Review Of The Literature

Studies on podcasts have been conducted extensively over the past decade with the advancement of technological applications within classrooms. Based on diversified research findings from various higher education language classroom settings, Farangi et al. (2015) identified a number of themes in the evaluation of podcasting within language education. These themes are applicable to the learning of content courses too. This study will only discuss themes relevant to this study.

The first theme was student attitudes towards podcasting according to their background. A study on Japanese learners of English as a foreign language (EFL) found that the students were not particularly enthusiastic towards podcasting as a form of classroom learning resource and did not have a positive attitude and perception towards it. The lack of enthusiasm could be a result of an “overabundance of untargeted materials” (Monk, Ozawa, & Thomas, 2006, p.96). However, some studies revealed students demonstrating positive attitudes towards podcasting. Chan et al. (2011) in their study on students from the University of Singapore discovered that the students opted to use podcast as supplementary learning resource for language learners in two foreign languages: Chinese and Korean.