Free Report on Revolutionizing Language Learning: The Impact of Podcasts in ESL Education

For a while now, language teachers have been using computers to provide supplemental activities to English learners. In the new age, however, due to technological advancement, teachers have started using computers as a crucial part of second language teaching and learning. Computer-assisted Language Learning (CALL) has gained considerable attention from researchers, teachers, and, even learners (Embogama, 2018). According to Jafarain (2012), Computer-Assisted Language Learning is a teaching and learning approach where the computer is used as a tool for presentation, assistance, and evaluation of learning materials. Over the years, the incorporation of CALL has significantly increased and CALL has made a great step in replacing the traditional methods of language teaching (Jafarain, 2012). Worldwide, studies have been conducted to investigate the effect of CALL on language learning. Information collected from the various studies especially investigations that measure the effects of CALL in the study of English as a Second Language (ESL) have indicated that better performance, fluency in communication, and improved English proficiency are just but a few outcomes associated with the incorporation of this technology (Embogama, 2018).

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A characteristic that is common in ESL learners is difficulty in construction and understanding of the English Language. This situation in many cases has resulted in a lack of motivation in class especially when classes are conducted using the English language, which makes the understanding of the learning materials challenging. In such a case, effective listening, to a great length helps ESL student improve their understanding and comprehension of English as a language (McBride, 2019). A podcast can be a useful tool for ELS students. Podcasting is a method of CALL that has become increasingly popular in the educational setting. It delivers audio and video lectures to classroom websites and invites students to access these websites so that they can expand their learning (McBride, 2019). For me, podcasting has not only been a rich source of input for the learners in language classrooms, but it has also brought a lot of transformation to instructors. Apart from that podcasting helps my students optimize self-learning which is an important tool as it helps them acquire a higher amount of knowledge for themselves. Podcasts are also convenient for ESL learners as it has helped them review their course materials on their own time (McBride, 2019).

The traditional methods of language teaching were characterized by the use of instructors and sometimes audio cassettes that were purposely recorded for the course work as the main sources of listening. We (instructors) rarely centered homework around the class content. With the new approach, however, videos and audio from an authentic instructor as well as student-produced podcasts are the main source of information in classrooms in addition to audio cassettes and course books (McBride, 2019). Home works, on the other hand, are usually instructor-produced podcasts, which lie close to the content taught in class. The podcasts usually either, summarize the content studied in class or act as a bridge between the concepts I have taught in class and help the learner prepare for the next class or an introduction to the next topic (McBride, 2019). The podcasts also tackle discussions that take place in classrooms and especially get into details of the topics that the students found difficult. I treat podcasts as either the main or the supplemental tool to teach ESL depending on the students’ needs because some learners may require traditional methods of learning more (McBride, 2019).

One of the reasons I find podcasts effective for my ESL students is perhaps because, they are authentic (Yugsán-Gómez, 2019). By authenticity, I mean that podcasts help in the communication of real messages as opposed to artificial ones. This characteristic is very helpful because making language classes as authentic as possible helps encourage ESL learners to view English as a means of communication rather than just any other class they have to take (Yugsán-Gómez, 2019). Importantly, with real communication acts instead of just mere teaching materials, ESL learners can communicate with more confidence. Studies I have conducted in class show that my students learn better with computer-assisted mediation (Yugsán-Gómez, 2019). Through podcasts, these students also tend to pronounce words better. Podcasts are authentic because rather than made-up dialogues, they deal with real conversations. One of the greatest difficulties ELS students face is culture Shock. Podcasts counter this by exposing students to different accents that signify different cultures, thus helping them understand the variety of cultures (Yugsán-Gómez, 2019).

I also prefer using podcasts because they are diverse. They teach students the various aspects of spoken English. The ELS student, therefore, does not end up interacting with a single accent of English but interacts with various aspects of it. Some of the variety of English podcasts expose the ELS learners to include North American English, which is mostly spoken by Canadians and people in the US, and the standard United Kingdom English. During lessons, I also introduce other varieties of accents including African English accents (Yugsán-Gómez, 2019). Phillips 2017, argues that learners of English as a Second Language should be exposed to different types of English so that they can be better prepared to communicate with individuals with various accents (Phillips, 2017). Similarly, the diversity of English, which is facilitated by podcasts helps my learners not to view, standard English, that is American English as more powerful than other local types of English (Yugsán-Gómez, 2019). Furthermore, exposure to a variety of different types of English spurs learners' curiosity and ability to understand, which helps them to thrive in their communication in public and their social circles.

In my opinion, English learning podcasts are both convenient and easy to use. Podcasts allow me to produce and easily broadcast engaging audio that the students can listen to at any time, wherever they are, may it be at home, on the bus, or as they do chores (Phillips, 2017). With just a little dedication on my part and that of the student, podcasts will help these students improve their listening skills, which further transfers into their communication and writing skills (Phillips, 2017). Creating podcasts is especially easy as well because all one needs is a microphone and audio editing software. Content can also be recorded on phone using audio recorders. The actual costs to create a podcast are also very minimal (Yugsán-Gómez, 2019). Once they are recorded, these audios also take up a minimal amount of time for editing. Podcasts are also convenient for the learners because all they need to do is subscribe to the podcast feed and suddenly, they can access all the educational content I push to them, rather than always waiting for them to come to me. Podcasts can even be downloaded on their mobile phones which makes the process easier. iPhone comes with a default podcast app installed (Yugsán-Gómez, 2019). `

Furthermore, podcasts are interesting. Having realized that students are not interested in any learning activities unless they are interested, I had to incorporate podcasts into my teaching (Phillips, 2017). Podcasts are designed to be interesting and engaging at the same time. Podcasts offer a fascinating approach to ESL learning because they feature discussions and interviews by both native and non-native English speakers. I also encourage my students to come up with their own podcasts (Yugsán-Gómez, 2019). Listening to student-created podcasts not only helps them practice the learner’s English communication but also boosts their confidence in English speaking. Student composition of their own podcasts is both an effective way of studying and is also enjoyable and motivating for other ESL students to hear how their fellows are progressing with the English language. Many podcasts created by the students are usually unscripted and are taped in the student’s environment, hence capturing the messiness of day-to-day speech. Additionally, podcasts usually capture fascinating topics (Yugsán-Gómez, 2019). When learners are especially given the liberty to cover topics of their choice, the topics they choose to discuss are usually enthralling and enjoyable.

Another interesting fact about podcasts is that they come in a variety. I can always choose the content and form that I see fit for my learners. The possibilities are usually endless. For younger students in classes, I prefer fictional stories or Inspirational TED Talks. This helps boost them creatively. It also triggers their listening skills (Phillips, 2017). For the older students in the ESL classes, however, I prefer educational, current events, historical, and cultural podcasts. This helps them blend into the environment and makes their classes much more interesting. Featuring diverse topics in my classes helps impart the students with a wealth of knowledge and wisdom, and at the same time helps me keep the class exciting (Phillips, 2017). Apart from that, using an array of podcast forms helps to keep the class fresh, and active. Importantly, different forms of podcasts expose the students to various methods of narration, dialogue interviews, and communication. Podcasts, therefore, help me achieve my end goal, which is usually to help the students become exemplary English communicators (Yugsán-Gómez, 2019).

Podcasts Usage in Class

There are various ways to use podcasts in class. First, I use podcasts as part of my in-classroom listening activities. Here, my main goal is usually to ensure that students focus on listening and understanding the meaning of the podcasts. I let a short podcast play a few times, and then I asked the learners, in a few words to demonstrate their understanding of the discussion. Alternatively, I use the podcast to open a discussion among students in groups, on what the podcast speaks about, the individual that is speaking, and the kind of mood the podcast portrays. I also use podcasts to introduce new vocabularies to the learners (Lewis, 2020). Through a short podcast, students create a glossary of new words. I then tasked them with finding out the meaning of the new words and how we can use them correctly in a sentence. The most interesting part of using these podcasts in in-classroom listening activities is as a conversation starter (Lewis, 2020). Here, I play the podcasts, where the student replays the main idea of the podcasts. They then discuss whether they agree or disagree with what the podcast discusses, what they think is the issue of the podcasts, and the individual responsible for the issue. To ensure success in the listening activity, I always ensure I have set them up for winning by teaching them the important concepts of podcasts, and how to reflect on them. I also ensure I have chosen the appropriate length for the podcasts. For in-class listening activities especially, short podcasts are the most effective. Importantly, I ensure I have gone through the podcasts before the lessons to ensure that I cover the correct segment (Lewis, 2020).

The second way I use podcasts in class is to create a project where the students make their own podcasts. This is also my best method of using podcasts for ESL teaching. It is especially applicable to the senior pupils of ESL. This activity usually t works well when the students are set in groups for the first time (Yugsán-Gómez, 2019). As we progress, however, they are put into pairs, and later on, they create their own podcast indi...