1. NEW TECHNOLOGIES IN LANGUAGE LEARNING : PODCASTS AND ONLINE GAMES NAIRUHI STEPANYAN

2. INTRODUCTION INTRODUCTION Podcasts are audio or video programs on the Web which are usually updated at regular intervals. New episodes can be listened to on the computer, or downloaded to an MP3 player or IPod.  promotes listening and speaking skills  various topics to choose.  listeners can “subscribe” to their favorite podcasts.  Having the latest episodes of their favorite programs delivered to the computer.  ELT podcasts can be used for intensive and extensive listening activities.

3. PODCAST

4. 1. FIRST DOWNLOAD ITUNES TO YOUR COMPUTER: HTTP://WWW.YOUTUBE.COM/WAT CH?V=J0ABJPRO76I 2. DOWNLOAD PODCASTS FROM ITUNES: HTTP://WWW.YOUTUBE.COM/WATCH?V=AHNZJEFRTVO HTTP://WWW.YOUTUBE.COM/WAT HTTP://WWW.YOUTUBE.COM/WATCH?V=AHNZJEFRTVO HTTP://WWW.YOUTUBE.COM/WAT HTTP://WWW.YOUTUBE.COM/WATCH?V=AHNZJEFRTVO How to download podcasts??

5. LITERATURE REVIEW  Podcasts are also good tools to improve language proficiency. Man –Man (2007) states that there are two types of podcasts: Radio and Independent podcasts. Podcast provides educators with a variety of teaching strategies to meet the needs of the students. Jowitt (2008) suggests that the advantages of podcasts include the mobility of the device and the flexibility of the content, which eases student learning. Various types of podcasts target different audiences. The podcasts offer all kinds of interesting topics which students can look through. ELT podcasts are particularly suited for extensive listening, for the purpose of motivating student interest in listening to English, and providing them with exposure to native speakers’ speech (Rost, 1991).

6. Methodology  Participants- eight EFL students  Age- 13-16  Proficiency- intermediate  Post-activities  survey First they were introduced the podcasts, they listened to it once and then they did the comprehension activities and discussion. Then the teacher gave them survey.

7. POST ACTIVITY RESULTS FOR THE PODCAST Average scores for eight post activities for each student Student 1-----------------------------------------88% Student 2-----------------------------------------90% Student 3-----------------------------------------75% Student 4-----------------------------------------93% Student 5-----------------------------------------85 % Student 6-----------------------------------------81% Student 7-----------------------------------------70 % Student 8-----------------------------------------92 %

8. THE AVERAGE SCORE OF POST ACTIVITIES FOR PODCAST

9. Survey results for podcast participated students’ numbers 8 Questions Strongly agree agree disag ree Strongly disagree 1. I enjoy listening to podcasts. 44 2. I don’t know how to handle this new technology. 251 3. Podcasts are difficult. 242 5. Podcasts bring me no fun at all. 8 6. I won’t listen to podcasts again. 53 7. Podcasts are easy to handle 152 8. Podcasts are too new to me. 8 9. I like listening to podcasts 62 10. I will listen to podcasts in the future 71

10. RECOMMENDATION We strongly recommend to use podcasts regularly in Esl/Efl classrooms.  They develop listening and speaking skills.  They are informative.  They are new and interesting for students.  Some students had challenges because of accent.

11. Online games

12. ONLINE GAMES INTRODUCTION An online game is a video game played over some form of computer network, using a personal computer or video game console. The aim of this study was to see whether students learn vocabulary through online games or they just remember the words during the process of playing for a short time.  EDUCATIVE VALUE  FUN  ENGAGING  ENJOYABLE  ACQUISITION MORE THAN LEARNING  MOTIVATING

13. LITERATURE REVIEW  Gairns and Redman (1986) suggest the following types of vocabulary presentation techniques: Visual techniques, verbal explanations and use of dictionaries.  Many experienced textbook and methodology manuals writers have argued that games are not just time-filling activities but have a great educational value.

14.  According to Amato (1988) and many other authors, games can lower anxiety, thus making the acquisition of input more likely.  Not all games are appropriate for all students irrespective of their age (Siek-Piskozub, 1994).

15. METHODOLOGY  Post test (based on the food vocabulary).  Observation  Participants 7  Age 8-10  Proficiency-elementary

16.  Online game based on food vocabulary  Introduction of the vocabulary at the beginning of the lesson  Playing the game  Post test  Fun and enjoyable

17. Post test results for the online game

18. POST TEST RESULTS FOR THE GAME Student 1 25 Student 2 25 Student 3 24 Student 4 22 Student 5 22 Student 6 20 Student 7 24

19. RECOMMENDATION We recommend to use online games for ESL/EFL purposes as …  It provides with many visuals which are very impressive.  They do not learn the words with translations which helps provide students with L2 environment,  Engaging and interesting.

20. References Man-Man, P. ( 2007). Developing Students’ Listening and Speaking Skills Through ELT Podcasts. The Chinese University of Hong Kong, 34 (2). Retrieved from http://podcasterpaul.wikispaces.com/file/view/06_EJ_ELTPodcasts.pdf Nation, P. (1991). Dictation, Dicto -comp and related techniques. Victoria University of Wellington. Retrieved from http://www.victoria.ac.nz/lals/about/staff/publications/paul-nation/1991-Dictation.pdf Ching Li, H. (2010). Using podcasts for learning English. Department of English, Hong Kong Institute of Education, Tai Po, Hong Kong, 1(2). Retrieved from http://www.llas.ac.uk/resourcedownloads/3088/podcasting.pdf White, J. (2007). How to Use Podcasts for Listening Comprehension. Retrieved from http: //www.tefl.net/esl-articles/podcasts.htm Stanford, R. Ulicsak, M., Facer, K. (2005). Teaching with games: using computer games in formal education.

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