The document discusses using podcasts to improve English language learners' speaking skills. It notes that many institutions cannot provide sufficient speaking practice. Podcasts offer opportunities for practice outside the classroom through listening to recordings. The document then describes a website called Splendid Speaking that developed podcasts featuring sample speaking exam tasks. Learners could listen to improve their skills and confidence for exams. The podcasts proved popular for exam preparation. Overall, the author argues that podcasts can help engage students and provide valuable speaking practice to improve their skills.

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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
Chapter XVII
Improving Learners’ Speaking Skills with Podcasts
In the field of English Language Teaching, one of the main problems as regards
speaking is how to engage students in activities that foster real communication. What is
more, many institutions are unable to give learners sufficient instruction as well as practice.
Therefore, their speaking, most of the times, lacks fluency, accuracy and coherence.
However, by using technology to help them develop their speaking skills, learners are often
provided with several opportunities to achieve this which are not only an exciting but also a
stimulating experience.
To begin with, due to the various innovations in the field of ELT brought about by
the web 2.0, a number of new opportunities are offered for learners to find and retrieve
information, access learning resources, as well as to connect with other learners. During the
first phase of e-learning, teachers and learners were able to use technological tools such as
interactive quizzes, search tools, discussion boards, email and live chat. These tools
certainly had the potential to enhance the learning process. Then, web 2.0 was created
which is described by Anderson as “a more socially connect web in which people can
contribute as much as they can consume” (p. 314). Web 2.0 provides a collection of
technologies and services such as blogs, wikis and podcasts along with sites such as
YouTube and Flicker which allow users to upload media content. Thus, there are some

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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
authors who believe that we are witnessing a new trend in e-learning. Downes describes
the web 2.0 as: “shifting form being a medium in which information was transmitted and
consumed into being a platform, in which content was created, shared, remixed,
repurposed, and passed along.” (p. 315)
Like it was mentioned before, one of the many tools that the Web 2.0 provides us is
podcasts which are also known as audio blogs. They started as radio-style broadcasts that
were made available on the web. Furthermore, they can be accessed on any number of
devices. A key feature of podcasts is the opportunity to subscribe to future episodes through
the podcast’s RSS feed. Podcasting is relatively new phenomenon and it is growing rapidly
since the cost of the podcast producer is very low. Only a microphone, computer, simple-
to-use-editing software and a podcast host are needed. Because of these reasons, educators
have become increasingly interested in how content delivered through these media might
enhance the learning process. Students are already in the habit of downloading music and
listening to it on their mp3 players. It is argued that podcasting allows for “seamless
integration of in-class and out of class activity and materials”.
What is more, as regards characteristics, podcasts have several. First, podcasts have
great potential for learning precisely because they are so flexible. Podcasting can be used in
all sectors of education. Podcasts provide alternative teaching approaches or can be used to
promote personalized learning. In higher education, podcasting is being used to record

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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
lectures. Second, podcasts allow users to create and publish their own content. Next, they
allow mass user participation and interaction through the comment feature that is generic to
all blogs, whether text, audio or video based. Finally, podcasts often provide a valuable
source of listening input; they can be used as an additional source of authentic listening
input inside and outside the language classroom.
Taking into account the various features that podcasts have, many instructors are
beginning to adopt the use of them in order to improve pupils’ speaking skills, especially
those who are sitting for international exams. This is the case of the Splendid Speaking
website (www.splendid-speaking.com). Researches decided to develop a series of podcasts,
featuring advanced learners performing examination-style speaking task carried out with
the support of internet telephony tools. The focus was two-fold: firstly, to help the
participating students to improve their confidence through structured speaking tasks and
secondly to demystify the examination for the other students who could download and
listen to the recorded speaking tasks as podcasts. The tasks were of two main types:
monologue and dialogue, and were based on the type of examination candidates are
required to undertake in speaking examinations such as short presentations, discussions,
role-plays, etc. Information on how to deal with the speaking task and the full transcript of
the podcasts were made available from the website along with listening comprehension
activities. The Splendid Speaking podcasts turned out to be a success as they proved to be
extremely popular. Learners commented on the usefulness of the experience for their own
preparation for speaking examinations.

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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
All things considered, I believe that the web 2.0, in particular, podcasts offer
language teachers the opportunity to transform instruction. Through the use of podcasts can
give our students enough practice so as to help them improve their speaking skills, and at
the same keep them interested and motivated in what they are doing. Podcasting also offers
institutions new opportunities to develop or enhance distance learning.
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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
Chapter XII
Preparing for the future
It is undoubtedly true that there is a technologic trend, which is in constant change,
with significant implications for formal and especially for informal learning. It is argued
that our role as teachers is to keep up-to-date with the latest innovations and act as
facilitators to our students. Nevertheless, it is worth asking which the best approach of
carrying out these tasks is.
To begin with, we should be well-informed about future trends and developments.
Plenty of information about this topic is available. For instance, in their book, Dudeney &
Hockly predict some changes. First, the way people learn languages is expected to change
as they can study from remote places, have tutorial-based sessions online, etc. Second,
online learning will probable allow for a more rounded user experience, and significantly
improve the uptake in the area of language learning and teaching online. We should bear
this mind when it comes to planning or designing a course.
In addition, one of the main entry points into technology is our own experience
which can be in the form of distance training. This way, we can see at first hand how

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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
technology can enhance training. As a consequence, this experience will probably have a
significant impact in our teaching career.
Nowadays, technology in the classroom is a necessary tool and it will continue to be
part of our lives as teachers. It is difficult to make predictions about the future, but based on
some evidence we can expect technology to become more user-friendly, faster, smaller and
cheaper.
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Laura Rolando
UTN – Instituto Nacional Superior del Profesorado Técnico
Bibliography
Thomas, Michael (2009). Handbook of research of web 2.0 and second language
learning. New York, Information Science Reference.
Dudeney, Gavin & Hockly, Nicky (2008). How to Teach English with Technology
(3rd edition). Pearson Longman.
Sharma, Pete & Barrett, Barney (2007). Blended Learning. Great Britain,
Macmillan.