The Journey of Learning

Reinders, H., & Cho, M.Y. (2010). Extensive Listening Practice and Input Enhancement Using Mobile Phones: Encouraging Out-of-Class Learning with Mobile Phones. The Electronic Journal for English as a Second Language, 14 (2), 1-7. Retrieved from http://www.tesl-ej.org/wordpress/ The use of handphone is familiar for people around the world. It is not only used by adults but kids also have been known about the use of handphone. Even some studies reveal that language learners in some Asia countries enjoy the learning process through their handphone because they can learn it anytime they want it. Besides, the size of mobile phone is not too big so it is easy to bring everywhere. It also engages situated learning meaning as the learning can happen when the information is connected to the learners. For instance, the learners go to the market with their mother to purchase some goods and then they are able to learn about the vocabulary related to the market while doing another activity. ...

Citation: Shiri, Saeed. (2015). The Application of Podcasting as a Motivational Strategy to Iranian EFL Learners of English: A View toward Listening Comprehension. Australian International Academic Centre, 6(3), 155-165. I have reviewed some journal article about extensive listening using podcast. Now, I would like to review the application of podcasting as motivational strategy for EFL students. Motivation is often regarded as the main key to make the students achieve the objectives.  According to Williams & Burden (1997), the students need motivation to provide major drive to begin language learning later on the motivating force to continue the long and lengthy process of language learning. Acquiring language takes long time so that the students need to be motivated enough to follow the process. One of the strongest motivational strategies is the use of new technologies including audio visual (Madrid, 2012). In this case, podcasting can be one of the effective educat...

Citation: Alshakhi, Dalal. (2016). Attitude toward Enhancing Extensive Listening through Podcast Supplementary Pack . Canadian Center of Science and Education, 9(7), 32-47. The outcomes of learning listening are not often well defined. So, the students just listen to the provided recording without achieving the goals of listening. Various listening activities still fail to be obtained in the real life communication. The teacher usually did not provide them enough comprehensible input. Actually, the Students required being autonomous learners, information evaluators, observers, and critical thinkers in this era. Acquiring listening skill is not able to be done by only listening to teachers’ talk or class instructions. The teacher should engage extensive listening and the role of technology to improve it. Using textbooks is not the only way to teach listening. In fact, the students often listen various of audio from cassette or recording from the teacher, but they still can’t ma...