Speaker
Description
This session introduces "Podcast Journals," a framework designed to scaffold autonomous extensive listening and bridge out-of-class study with classroom participation. Drawing on a semester-long project with university students, the presentation illustrates how this structured routine supports not only the development of listening skills but also vocabulary and speaking fluency, in addition to cultivating engagement and psychological safety. Participants will examine the framework’s adaptability and leave with a low-prep model for their own teaching contexts.
Abstract section 5: References
Field, J. (2009). Listening in the language classroom. Cambridge University Press.
https://doi.org/10.1017/CBO9780511575945
Renandya, W. A., & Farrell, T. S. C. (2011). ‘Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015
Abstract section 4: Outcomes/results
The presentation explores how self-selecting authentic audio and maintaining tangible records helped students manage the listening process while building autonomy and transparency. In-class peer-sharing routines provided the informational and affective support required to transform individual listening input into collaborative speaking output and vocabulary application. Targeted feedback on this application proved beneficial for refining grammatical accuracy and sustaining motivation. The session also highlights the emergence of self-directed behaviors that persist beyond the classroom and the framework’s adaptability across contexts, providing participants with a versatile model for their own teaching practice.
Abstract section 3: Content/method
Drawing on a semester-long project with 21 university students, this presentation outlines the weekly "Podcast Journal" cycle, where students autonomously select authentic audio and follow a scaffolded independent listening process to track their listening comprehension and prepare for in-class collaborative work. To evaluate the framework, the presenter will share qualitative and quantitative findings from 207 journal entries, 20 reflection surveys, observation notes, and an end-of-semester wrap-up worksheet.
Abstract section 2: Contribution/research questions
The purpose of this presentation is to share a flexible, routine-based framework for independent extensive listening. It introduces the "Podcast Journal," a scaffolding tool designed to integrate listening, writing, and speaking. The presentation aims to demonstrate how this weekly routine helps document the listening process and connects out-of-class engagement with authentic audio materials to collaborative in-class activities, while highlighting its adaptability across various proficiency levels and teaching contexts.
Abstract section 1: Relevance
Fostering out-of-class engagement is a perennial challenge in EFL contexts. While extensive reading is a well-established practice, extensive listening (EL) often tends to be put on the “back burner” (Field, 2009, p. 1). Furthermore, as listening is less tangible than speaking or writing, it is frequently labelled as a passive skill and can even feel isolating. However, EL is crucial for providing the ample practice learners need to develop automaticity in processing oral language (Renandya & Farrell, 2011). This presentation addresses this gap by demonstrating how a structured EL routine can make the listening process tangible and manageable.
| Title | Podcast Journals: A Routine for Extensive Listening |
|---|---|
| Teaching Context | College and university education |