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.