Volume 18, Issue 3 December 2022, pp. 335–359
Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective
The abrupt shift of teaching and learning to the online mode due to the covid-19 outbreak has inevitably called for technology integration to better engage students in online instruction. This call includes the possibility to enact podcast in an EFL class, particularly in Speaking. In this vein, even though burgeoning literature on technology in language teaching and learning has empirically uncovered the vantage points of podcasting, the scrutiny of EFL students’ engagement in self-created podcast at the micro-level of instruction has gained limited attention. Thus, this study aims to fill this void by enquiring how students engage in podcast-based speaking activities and what drives their engagement. It involved 23 EFL students of a public university in West Nusa Tenggara, Indonesia. The data were gleaned from learning artefacts, oral reflections, and students’ written narratives in sixteen sessions. The framework of self-determination theory and engagement were employed to carry out the thematic analysis. The findings evince that, in general, the students positively engaged behaviorally, cognitively, and emotionally in a series of podcast based-speaking instructions. This is because of the creation of a learning environment corresponding to students’ need for autonomy, relatedness, and competence to engage themselves in the instructions.
© Khusnul Khotimah, Bambang Yudi Cahyono, Deisyi Anna Batunan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Khotimah, K., Cahyono, B., & Batunan, D. (2022). Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective . The JALT CALL Journal, 18(3), 335–359. https://doi.org/10.29140/jaltcall.v18n3.621
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