Interactive Vodcasts for English Language Learning: Impact on Listening, Speaking, and Motivation | ||||
| BSU-Journal of Pedagogy and Curriculum | ||||
| Volume 3, Issue 6, June 2024, Page 220-241 PDF (474.19 K) | ||||
| Document Type: Original Research | ||||
| DOI: 10.21608/bsujpc.2025.293338.1047 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Omnia Helmy   1; Mohamed Amin Mekheimer 2; Dr. Eman Mahdy Mohamed2
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| 1Department of Curriculum and Instruction, Faculty of Education, Beni Suef University | ||||
| 2Faculty of Education, Beni Suef University | ||||
| Abstract | ||||
| This study investigated the effectiveness of an interactive vodcast-based program in developing listening comprehension, speaking skills, and instrumental motivation among middle school English language learners. A semi-experimental design with pre- and post-tests was employed, comparing an experimental group receiving vodcast instruction to a control group receiving traditional instruction. Results revealed significant improvements in both listening comprehension and speaking skills for the experimental group, highlighting the positive impact of the vodcast program. Additionally, the study explored the relationship between cognitive styles and the effectiveness of the program, finding that while both context-dependent and context-independent learners benefited, context-dependent learners exhibited greater gains in listening comprehension. However, no significant changes in instrumental motivation were observed. This research contributes to the growing body of evidence supporting the use of technology, specifically vodcasts, to enhance language learning outcomes. Future research should investigate the long-term effects of vodcast instruction and explore its potential in diverse educational contexts. | ||||
| Keywords | ||||
| Vodcasting; English language learning; aural/oral comprehension skills; instrumental motivation; technology in education | ||||
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