ABSTRACT

Research engagement and exploratory dialogue are central to forms of practitioner inquiry such as action research, in particular with regard to developing conceptual knowledge before action. Recently, practitioners have started engaging with technology such as podcasts as a way to facilitate opportunities for these focused interactions to take place. Framing this dialogue as a knowledge building activity, this paper uses a collaborative autoethnography method to explore the authors’ own experiences using a podcasting project to engage with research, and then enter into exploratory dialogues with one another. By reflecting on and analysing representative extracts from their ongoing podcasting project, the authors attempt to pinpoint how research engagement and exploratory dialogue through podcasting contributed to developments in thought and understanding around theoretical and pedagogical concepts related to ELT and applied linguistics. The authors hope that this paper will add credence to the use of podcasting as an option for language teachers’ independent professional development by demonstrating how the medium can support practitioners’ dialogic and collaborative reflection on theoretical and practical topics in the field, and the resultant effects of these activities on classroom practice.

摘要

研究参与和探索性对话是行动研究等从业者探究形式的核心，尤其是在行动前发展概念知识方面。最近，从业者开始使用诸如播客之类的技术来促进这些重点互动的发生。将这种对话视为一种知识构建活动，本文使用一种协作的自我民族志方法来探索作者自己的经验，使用播客项目进行研究，然后相互进行探索性对话。通过反思和分析他们正在进行的播客项目的代表性摘录，作者试图通过播客确定研究参与和探索性对话如何促进围绕与 ELT 和应用语言学相关的理论和教学概念的思想和理解的发展。作者希望本文通过展示媒体如何支持从业者对该领域理论和实践主题的对话和协作反思，以及由此产生的影响，为使用播客作为语言教师独立专业发展的一种选择增加可信度。这些活动的课堂实践。