Several call research studies carried out within an

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comprehensible input, that is, by understanding messages. Several CALL research studies carried out within an input perspective have attempted to explain the meaningful input from podcasts that is helpful for learners. 2. Methodology of Review Electronic searches were performed using the following databases: ProQuest Dissertations and Theses, Taylor & Francis, J-stor, Oxford Journals Online, ERIC, Cambridge Journals Online, SAGE Journals Online, SpringerLink, and Britannica. Search strategies employed included keyword search such as: “podcast”, “podcast and language learning” “effects of podcasts on language skills”and “mobile-assisted language learning”. A total of 60 articles were downloaded from the online databases. Of these 60 articles, 40 were excluded because they were review, opinion, or editorial papers and were considered non-empirical papers.Articles on podcast that dealt with subjects other than second language acquisition were also discarded. Only research studies on podcast and language learning and teaching were included and reviewed. Moreover, another criterion for the selection of the articles is that they should report studies that are original and empirical.Eventually twenty research articles on podcasting were selected and reviewed to determine the effects of podcasts on student achievement and attitude. Each article was screened and analysed using the constant comparative method proposed by Lincoln and Gub (1985). By following the constant comparative method, the review attempted to compare all the data gathered from the selected research studies. Appendix A shows a list of the research articles with brief details of the authors, year of publication, research objectives and methodology, types of data and sample size. Out of the 20 research studies, only 4 were found to be experimental or quasi-experimental that analsysed the effects of podcasts on students’ English language skills. The remaining studies were descriptive studies designed to investigate students’ perceptions, opinion, and attitudes towards podcasts. This review followed a grounded approach or constant comparative method to analyse each article. Using this method, the coding scheme emerged inductively after reading each paper. Specifically, the grounded approach comprises the following steps: examining each individual article, forming various categories, comparing categories, and achieving category saturation. For instance, the review of articles began by selecting the first article, reading it, and noting its content to form a tentative research topic category. After getting the theme of the first article, then the next article was read and compared to the theme of the first article. When the theme of both articles was found similar, then the review proceeded to the third article. If not, another theme was created. Each article was scrutinized and compared with each other. A total of 20 research articles were read thoroughly and content analysis was done by summarizing the major findings of the studies. After analysing the content of the selected articles, the study identified two major themes. The first theme is concerned with the effects of podcasts
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  • Fall '19
  • The Land, Language education, Second language acquisition, Teaching English as a foreign language

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