However, 11% of the students did not use podcasts because they lacked the knowledge of how the Podcasts were being downloaded. However, it seems that all students perceived downloading of podcasts as a difficult task. This made them less confident and committed to using podcast in their language courses. In that case, there is a need to inform the faculty and students on how podcast technology is used (Schmidt 2008, p. In class training should be adopted to educate students on how to download, subscribe, and save podcasts.The findings on the frequent use of podcasts in language courses shows that those students who enrolled in classes with podcasts integrated in the course curriculum, used the podcasts more frequently. Conversely, there was less use of podcasts by students involved in classes where podcasts were only used as a supplement tool. Students in classes with podcasts integrated into the curriculum were more eager to learn how to download and use podcasts while those in PSM classes revealed reluctance in the use of podcasts. This shows that in PIC classes there was more commitment for both the students and the faculty in handling Podcast technology. The faculty made more efforts in the integration of podcasts into the classroom activities and instructional practices. This motivated students to take most of their time learning how to use podcast technology than those in PSM classes. Therefore, if the faculty took time to carefully plan for a more instructional use of podcasts, all students including those in PSM classes would value the use of Podcast technology (Hew 2009, p.Findings on the impacts of podcast use on study and learning habits show that most students considered podcasts to have a positive impacts on their study habits. Students in PIC classes reported that Podcasts made completing assignments, learning course material, and acquiring instructor feedback much easier. These findings, therefore, implies that podcast technology is effective in facilitating evaluation and completion of assignments for all foreign language classes (King et al 2010, p.The findings on the impacts of podcasts use in acquiring language skills show that it generally assisted students in improving their language skills. It was found that podcast technology mostly improved different student’s skills such as aural and oral language skills, and
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King, S., Sawyer, T., Stupans, I., & Scutter, S., 2010, ‘How do student use podcasts to support learning?’ Australasian Journal of Educational Technology, vol. 26, no. 2, pp. 180-191
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Schmidt, J., 2008, ‘Podcasting as a Learning Tool: German Language and Culture Every Day’ Die Unterrichtspraxis / Teaching German, vol. 41, no. 2, pp. 186-194.
Mathison, C., & Billings, S.E., 2012, ‘I Get to Use an iPod in School? Using Technology-Based Advance Organizers to Support the Academic Success of English Learners’ Journal of Science Education and Technology vol. 21, no. 4, pp. 494-503
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