INTRODUCTION:
Effective listening comprehension practice in the classroom requires the use of authentic materials that consider different accents, speech speed, and intonation. Research has demonstrated that podcasts might be a valuable resource for language learners as they provide engaging listening practice that can help in vocabulary expansion, pronunciation improvement, and motivation enhancement. The purpose of this study is to determine the impact of gamified podcast interventions on the self-perceived motivation of students Spanish as Foreign Language aged 12 to 14 years attending an international middle school in Dubai.

METHODOLOGY:
This study utilized a mixed methodology that included quantitative and qualitative data obtained from questionnaires administered to 53 students aged between 12 and 14. The research was conducted at an international secondary school in Dubai, where students participated in pedagogical interventions with podcasts in experimental groups that included gamification elements. The aim of the study was to evaluate the impact of learning Spanish through podcasts on student motivation. The questionnaires, which included both closed and open-ended questions, were administered after each podcast to obtain both quantitative and qualitative data. The open-ended questions proved especially valuable in obtaining the students' opinions on the methodology and the use of podcasts in relation to motivation.

RESULTS:
The results indicate that the methodology of using podcasts is perceived by students as motivating due to the factors of autonomy, gamification, and free choice involved. Students value the ability to listen to the podcasts on their different mobile devices, either mobile phones or iPads.

CONCLUSION:
To sustain student motivation, it is crucial to carefully choose podcasts that not only align with their language proficiency level (i.e. speaking speed or topic) but also meet technical criteria such as appropriate volume levels and reasonable audio duration. Furthermore, using gamification techniques for students to select their own podcasts appears to play a crucial role in their motivation.

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Abstract Summary
The purpose of this study is to determine the impact of gamified podcast interventions on the self-perceived motivation of 12-14 year-old students of Spanish as a Foreign Language. It applies a mixed methodology that included quantitative and qualitative data obtained from questionnaires administered to 53 students. The results indicate that the methodology of using podcasts is perceived by students as motivating due to the factors of autonomy, gamification, and free choice involved. It is crucial to carefully choose podcasts that not only align with their language proficiency level (i.e. speaking speed or topic), but also meet technical criteria such as appropriate volume levels and reasonable audio duration.

Authors:
Cecilia Vallorani, Universitat Rovira i Virgili, Spain
Isabel Gibert, Universitat Rovira i Virgili, Spain

About the Presenter(s)
Cecilia Vallorani, a PhD student at the Universitat Rovira i Virgili, is researching vocabulary acquisition and lexical availability through podcasts. She's been teaching Spanish since 2006 and currently teaches at an international school in Dubai.

Connect on Linkedin
www.linkedin.com/in/cecilia-vallorani-9b0b4b134/

Connect on ResearchGate
www.researchgate.net/profile/Cecilia-Vallorani

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