Shi, Z., Du, Y., & Yu, W. (2025). Podcasting and L2 Listening: Impacts on Behavior and Attitude in Chinese Language Learners. Journal of Technology and Chinese Language Teaching, 16(1), 118-144.
[史中琦, 杜伊然, & 于文芊. (2025). 播客与二语听力：对中文学习者行为和态度的影响. 科技与中文教学 (Journal of Technology and Chinese Language Teaching), 16(1), 118-144.]

Full paper

Abstract/摘要：

This study explores the impact of pedagogical podcasts on second language (L2) listening behaviors and attitudes among Chinese language learners in a U.S. university context. Employing a quasi-experimental pretest-posttest design, 38 undergraduate students from intermediate and advanced Chinese classes engaged with a custom-designed podcast series over a 14-week semester. The intervention included both textbook-aligned recordings and authentic talk episodes, with weekly access provided via mobile platforms. Quantitative results indicated a significant increase in both the frequency and duration of listening practice outside the classroom, alongside a notable diversification of listening sources. Despite a slight but significant rise in perceived listening difficulty—likely attributable to increased metacognitive awareness—confidence levels remained stable, suggesting the development of cognitive resilience. Correlation analyses identified perceived difficulty as the strongest predictor of sustained podcast engagement, while confidence and perceived usefulness were less influential. Students attributed distinct benefits to the two podcast types: textbook recordings were seen as supportive of classroom learning, while authentic talks enriched vocabulary, facilitated practical comprehension, and enhanced learner engagement. Qualitative feedback highlighted a strong preference for supplementary scaffolding (e.g., vocabulary lists and transcripts), particularly for authentic content. These findings emphasize the value of podcasts as accessible, motivating tools for promoting autonomous listening practice and extensive exposure to the target language. The study concludes with pedagogical recommendations and calls for future research incorporating objective usage data, control group comparisons, and proficiency-specific podcast design to further optimize podcast-based L2 instruction.

本研究探讨了教学型播客对美国大学中文学习者在第二语言（L2）听力行为与态度方面的影响。采用准实验性的前测—后测设计，38名分别来自中级和高级中文课程的本科生在为期14周的学期中参与了本研究，并定期收听为其语言水平量身定制的播客系列。该干预包含课本配套录音与真实语料播客，每周通过移动设备平台发布。量化结果显示，学生在课外听力练习的频率与时长均显著提升，听力材料来源也呈现出多样化趋势。尽管听力任务的感知难度略有上升——这可能源于元认知意识的增强——但学生的信心水平保持稳定，表明其在面对语言挑战时表现出认知韧性。相关性分析显示，感知难度是持续使用播客的最显著预测因素，而信心与感知实用性则影响较小。学生认为两类播客各有优势：课本音频有助于课堂学习，而真实谈话类播客则增强词汇掌握、实用理解能力及学习兴趣。质性反馈显示，学生普遍期望增加词汇表、文本稿等辅助材料，尤其是在面对真实语料时更为明显。研究结果强调了播客在提升学习动机、促进自主听力练习以及扩大语言输入方面的价值。文章最后提出教学建议，并呼吁未来研究引入客观使用数据、对照组设计及分级播客内容优化策略，以进一步提升播客在第二语言教学中的有效性。