Los podcast como estrategia metacognitiva para la mejora de la comprensión auditiva y producción oral en Inglés como Lengua Extranjera
[EN] This paper presents preliminary results from an Innovative Teaching Project that aims to improve the listening and pronunciation skills of first-year students studying English as a Foreign language at a Spanish university. We have designed a training programme based on metacognitive principles,...
| Authors: | , |
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| Format: | book part |
| Publication Date: | 2023 |
| Country: | España |
| Institution: | Universitat Politècnica de València (UPV) |
| Repository: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Language: | Spanish |
| OAI Identifier: | oai:riunet.upv.es:10251/200540 |
| Online Access: | https://riunet.upv.es/handle/10251/200540 |
| Access Level: | Open access |
| Keyword: | Inglés lengua extranjera Creencias de aprendizaje Motivación Producción oral Comprensión auditiva Estrategias metacognitivas English Foreign Language Learning beliefs Motivation Speaking Listening Metacognitive strategies |
| Summary: | [EN] This paper presents preliminary results from an Innovative Teaching Project that aims to improve the listening and pronunciation skills of first-year students studying English as a Foreign language at a Spanish university. We have designed a training programme based on metacognitive principles, using podcasts as a primary teaching tool. The study includes 75 participants between the ages of 18 and 21 who are registered in the Degree in Primary Education. Each week, participants record themselves reading an excerpt of a text before listening to the recording of the full text. They then listen to the complete recording at least once a day for 5 days and they record themselves reading the same excerpt again. We evaluate the effectiveness of the programme through questionnaires (at the beginning, middle and end of the programme), students’ logs and voice recordings. Preliminary results show that participation in the programme has increased students’ confidence in their language skills and improved their motivation and self-confidence towards learning English as a Foreign Language. |
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