Content area
Abstract
This study investigates how EFL Saudi learners' reading perception (RP) skills could be enhanced by podcasting and blogging, as well as how effective they believe these strategies to be. Three male groups were chosen for this purpose from Prince Sattam bin Abdulaziz University, using a convenience sample technique. After that, they were randomly divided into three groups: [1] the control group (CG), [2] the blogging group (BG), and [3] the podcasting group (PG). They then underwent a pre-test, a post-test, and a treatment program (14 two-hour sessions held thrice a week). The students from the experimental groups (BG and PG) were asked to write two statements regarding the possibility of podcasting and blogging to enhance their reading perception gains. The gathered data were analyzed using thematic coding analysis and a one-way ANOVA. At the conclusion of the treatments, the blogging and podcasting groups outperformed the control group. Moreover, the results indicated no statistically significant differences between the blogging and podcasting groups. Additionally, the qualitative results revealed that learners held positive opinions about employing blogging and podcasting to enhance reading perception.
Details
Reading Skills;
Language Skills;
Control Groups;
Influence of Technology;
Experimental Groups;
Prior Learning;
Learning Processes;
Applied Linguistics;
Electronic Publishing;
Personal Autonomy;
Language Acquisition;
English (Second Language);
Reading Processes;
Reading Strategies;
Electronic Learning;
Reading Comprehension;
Instructional Effectiveness;
Audiolingual Methods;
Language Proficiency;
Cognitive Ability;
Learner Engagement;
Second Language Instruction;
Listening Skills;
English Learners
Podcasts;
Attitudes;
Blogs;
Second language learning;
Learning outcomes;
Second language reading;
Psycholinguistics;
Reading comprehension;
Students;
Digital broadcasting;
Computer assisted language learning;
Groups;
Treatment programs;
Variance analysis;
Audio recordings;
Treatment methods
1 Department of Curriculum and Instructional Technologies, College of Humanities and Social Sciences, Northern Border University (NBU), Kingdom of Saudi Arabia
2 Department of English Language and Literature, Prince Sattam bin Abdulaziz University, Al-kharj, Saudi Arabia; Department of English, Faculty of Arts, Port Said University, Egypt
3 Department of English Language and Literature, College of Arts and Applied Sciences, Dhofar University, Salalah, Oman; Department of English, Faculty of Languages and Translation, Al-Azhar University, Cairo, Egypt
4 Department of English Language and Literature, Prince Sattam bin Abdulaziz University, Al-kharj, Saudi Arabia
5 National Defence College, Abu Dhabi, United Arab Emirates; Department of English language, Faculty of Arts, Menoufia University, Shebeen El-Kom, Egypt