The Production of podcast Summaries: Experiences with Portuguese and Brazilian Students

In this study, it is discussed whether students, when producing podcast summaries, evidence in their texts that they know the strategies of retextualization and whether they show self-regulated competence in doing so. 36 summaries were analyzed, produced by 12th grade high school students from a public school in northern Portugal and by 3rd grade middle school students in northeastern Brazil. For this, an instrument of analysis and quantitative weightings was built, seeking to better express the results. The median age was 17 years and females in 63.9%. In the comparative analysis, regarding gender, there was no significant difference in the concepts obtained in the Interactive and Podcasts Phase. On the other hand, in self-regulation strategies, girls used the strategies in the cognitive, metacognitive, and motivational dimensions more often than boys. This difference was statistically significant for the metacognitive (p = 0.035) and motivational (p =0.002) dimensions. In the cognitive dimension, although the difference did not reach significance, there was a statistical trend (p = 0.060) of better concepts also for girls, compared to boys. As for the nationality of the students, a remarkable difference was observed in the Interactive Stage. Portuguese students obtained higher grades than Brazilian students. Similarly, in the Podcasts, for both text production (p = 0.032) and retextualization (p = 0.014) strategies, the Portuguese students obtained higher concepts, compared to the Brazilian ones, and in the self-regulation strategies, again, the Portuguese students obtained the best concepts, and in the cognitive dimension, this difference reached a significant statistical difference (p = 0.016).