Podcasting and input and output-based language learning of English modal verbs

Document Type : Original Article

Authors

1 English Language Department, Sarab Branch, Islamic Azad University, Sarab, Iran.

2 English Language Department, Rasht Branch, Islamic Azad University, Rasht, Iran

3 English Language Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

Abstract

This study investigates the effectiveness of podcasts teaching EFL learners English modal verbs (EMVs). It argues that current deductive exercises are ineffective and proposes a more engaging alternative to podcasts. A quasi-experimental design with pre-test, post-test, and control group was employed. The Oxford Quick Placement Test ensured homogeneity among 193 initial EFL students at Islamic Azad University in Rasht, with 157 participants selected and randomly assigned to five experimental groups (n=26) and one control group (n=27). The experimental groups received training on EMVs via six podcast episodes, incorporating input-based (e.g., comprehension tasks) or output-based (e.g., speaking tasks) exercises. In contrast, the control group used traditional paper-and-pencil drills. All groups took pre-tests and post-tests on EMVs, with item order varied to mitigate practice effects. Results were analyzed for statistical significance, revealing that podcasts followed by input- or output-based exercises significantly improved EFL learners’ EMV knowledge. The podcasts naturally integrated EMVs into the conversation rather than explicitly explaining grammar rules, making the learning process more engaging. Findings suggest practical applications for teachers designing podcast-based exercises to maximize language acquisition. The findings are discussed in light of current perspectives on language learning and development, and suggestions for future research are provided.

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Technology Assisted Language Education
Volume 2, Issue 1
May 2024
Pages 86-111

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