Podcasts in the teaching media space

Abstract

This article focuses on the podcasts in the learning media space. Modern educational technologies and the Internet resources have significantly expanded the possibilities of organizing the process of learning a foreign language. Podcasts as an innovative learning tool are an effective way of building socio-cultural and communicative skills. Podcasts are audio or video materials prepared by native speakers that are freely available on the Internet, available for download and reuse. The main difference between podcasts and television or radio is the ability to use them regardless of the specific time and place. The advantages of podcasts include their availability, variability, free choice, periodic updates, relevance, mobility. The teaching media space offers, along with specialized educational podcasts, information, music, comedy podcasts, audiobooks, news in politics and sports, game channels. The main features of educational podcasts are: authenticity, relevance, multi functionality, multi-channel perception, mobility of the used technical means, productivity. Based on the analysis of various foreign language educational podcasts, 5 types were identified, classified by the content. Such podcasts can be recommended and successfully used not only in class, but also at home. Using the theme “Food” as an example, the audio podcast RealLife English Podcast # 180: In the Kitchen (Cooking Expressions) aims to develop students’ auditory skills as well as communication skills using theme vocabulary in speech. Thus, podcast technology has great potential for further development, especially in the context of the actualization of distance learning.

Influence of Advantages and Levels of Reflection of Podcasts On Communicative Competences

“…The podcast allows for a temporal organization of sounds, through voice audio files that are uploaded to different platforms with elements, rhythmic sequences, and meaning that can be stored and shared (Özperçin & Günay, 2020). It is also considered a digital tool created for native speakers that is available for free on the internet for asynchronous use (Basenko & Baskakova, 2021). Unlike podcasting, which tends to be more complex and involves technology, its dissemination is massive without considering a specific recipient or defined purpose (Pareja Aparicio et al, 2019).…”

“…Therefore, the use of podcasts promotes active learning, to develop communicative competence from knowing how to listen through stories to develop dialogic, argumentative, and inquirybased capacity (Carson et al, 2021). As well as learning vocabulary, phonetics, and grammar (Basenko & Baskakova, 2021) and other auditory comprehension skills and motivation (Mirza Suzani, 2021;Saeedakhtar et al, 2021) and increasing vocabulary for better oral, fluent, and precise expression (Özperçin & Günay, 2020;Taylor & Blevins, 2020;Yeh et al, 2021). Consequently, communicative skills such as listening, speaking, writing, and reading (García-Herrera & Erazo-Álvarez, 2020) can be enhanced through the use of podcasts, generating greater autonomy in the development of communication skills (Özperçin & Günay, 2020).…”

“…Authors (Özperçin & Günay, 2020), (Carson et al, 2021), (Basenko & Baskakova, 2021), (Mirza Suzani, 2021), (Saeedakhtar et al, 2021), (Taylor & Blevins, 2020), (Yeh et al, 2021), .…”

“…The use of podcasts in secondary education has been an alternative mainly used to transfer knowledge and develop some dimensions of communicative competence (Basenko & Baskakova, 2021;Borjatorresano et al, 2020). This tool has the advantage of being able to be used online and repeated several times according to the user's time availability (Nalendra et al, 2020;Strickland et al, 2021).…”

“…This tool has the advantage of being able to be used online and repeated several times according to the user's time availability (Nalendra et al, 2020;Strickland et al, 2021). In addition, this technological resource allows teaching in a direct and secure way (Strickland et al, 2021), is accessible, free, massive, allows education (Basenko & Baskakova, 2021), and supports students with or without special needs (Alves et al, 2018). In conclusion, it has scientific and social knowledge, can be used in schools, and promotes critical and reflective attitudes (Celaya et al, 2020).…”