Using Podcasting as a Revision Tool by Iranian EFL Learners
Abstract
This study was an attempt to investigate the effect of using podcasting as a revision tool in
the recall of English vocabulary items after the teaching program and prior to the examination
among Iranian EFL learners. It applied a quasi experimental approach to determine whether
the students who were exposed to podcasting were better in recalling the learning material or
not. For this purpose, 68 EFL learners were selected from an English teaching institute in Iran
as participants. They were divided into two groups. The first group was exposed to the
vocabulary items as presented in their textbooks by means of their conventional teacher
student classroom settings, textbooks and hand written notes. The second group received the
same material as audio recordings on podcasts. At the end of the semester (after 2 months),
both groups were examined by the same multiple-choice test to assess their performance on
the material. The results confirmed the positive effect of using podcasts as a revision tool in
learning English vocabulary and better recalling of the words.