The general premise that listening is often more engaging than the written word and that diction, intonation and inflection add meaning might be acceptable at face value, but as Hargis and Wilson (2005: 6) point out, ‘there are currently no examples which clearly indicate proven foundational pedagogical uses and outcomes for podcasts.’.
Group items matching
in title, tags, annotations or url
1 - 13 of 13
Showing 20▼ items per page