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This paper studies students' experiences and expectations on the use of podcasts in learning English pronunciation in Igboland. The study is based on a survey where two universities were studied. A proportional sampling technique with the aid of a structured questionnaire was used to elicit information. The data gathered were analysed using mean, standard deviation, t-test, and ANOVA with the aid of Statistical tool for the Social sciences. The study concluded that the students agreed to the fact that podcasts improved their English pronunciation. The hypotheses tested showed that there was no significant difference in the use of podcasts with regard to the students' internet usage habits, language proficiency level, or gender. Thus, it was concluded that this technology was appropriate for second language learning.

This paper examines the experience of teachers in the use of new technologies to teach the Igbo language spoken in South East Nigeria. The study investigates the extent to which new technologies are available and accessible to Igbo teachers, the competence of the Igbo language teachers in the new technologies and the challenges they face that limit the use of the new technologies in the teaching of the Igbo language. Forty respondents from two Nigerian universities were used available and accessible to the Igbo language teachers, and most of them are very competent in use. Furthermore, they are positively disposed to the use of computers application software are not available by default for Igbo. This creates the need to advocate some interventions to enhance the utility of the Igbo language as a vehicle for new technologies in language teaching. Comparisons of responses from to and expertise in the new technologies as well as perception of the need for and challenges to these technologies.

This paper studies students' experiences and expectations on the use of podcasts in learning English pronunciation in Igboland. The study is based on a survey where two universities were studied. A proportional sampling technique with the aid of a structured questionnaire was used to elicit information. The data gathered were analysed using mean, standard deviation, t-test, and ANOVA with the aid of Statistical tool for the Social sciences. The study concluded that the students agreed to the fact that podcasts improved their English pronunciation. The hypotheses tested showed that there was no significant difference in the use of podcasts with regard to the students' internet usage habits, language proficiency level, or gender. Thus, it was concluded that this technology was appropriate for second language learning.