People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

University of Batna-2
Faculty of Letters and Foreign Languages
Department of English Language and Literature

The Impact of Podcasts on EFL Students’ Speaking

Performance
Case Study of Third Year LMD Students at the Department of
English Language & Literature, University of Batna 2

Dissertation Submitted in Partial Fulfilment of the Requirement for the

Master's Degree in Language and Culture

Submitted By: Supervised By:

BOUDJEMAA Manel Dr. MAALLEM Samia

BOUHIDEL Narimane

Board of Examiners:

Chairperson: Batna 2 University

Supervisor: Batna 2 University

Examiner: Batna 2 University

2023/2024
 Dedication

We hereby declare that the dissertation entitled “The Impact of Podcasts on EFL Students’

Speaking Performance” is our work and all the sources we have used have been

acknowledged using references. We also certify that we have not copied or plagiarized the

work of other students or researchers partially or fully. We shall be responsible for the

consequences if any material is not documented.

I
 Dedications

I dedicate this work to:

To my beloved mother and father with endless love

To my dear family

To my friends and the ones I love

-Manel

Thank you all.

I dedicate this work to my beloved mother and father,

I am forever grateful for everything you’ve done for me,

To my dear sisters, Choubeila, Radja, Yasmine, Meriem El Batoul, and Ghada,

Thank you for always being there for me, my suns and my moonlights,

To my dearest sunflower and niece, Celine,

I love you more than anything,

To my closest friends whom I shared the university life with,

Thank you for bringing me joy, laughter, and companionship,

And finally, to myself,

Thank you for always doing the best that you can.

- Narimane

II
 Acknowledgments

In the name of Allah the Most Gracious and the Most Merciful, First and foremost, praise

Allah for the blessing and grace given to us while we were working on our study so that we

could have finally brought it to an end.

We would like to express our wholehearted appreciation to our dear supervisor, Dr. Samia

Maallem, for reviewing and correcting our work, and for her guidance and encouragement

that lightened the path to the finish line.

Massive thanks go to the jury members: Dr. ………… and Mr. ……………, for their keen

reviews and valuable comments. Also massive thanks to the participants, students, and

teachers of the English department of Mostefa Ben Boulaid of Batna 2 University, for

providing the data required for the research. Our profound and immense gratitude to our

parents for their support and encouragement that helped us follow our interest

III
 Abstract

The use of podcasts in the field of language learning as instructional materials has

received much attention in recent years. Podcasts enable learners to access authentic

materials and can be used as learning objects for independent learning. This study aims to

assess the effectiveness of podcasts as an innovative technology-based instructional tool to

develop EFL learners’ speaking skills. The predicted results showed that Podcasts have the

potential to influence third-year EFL students’ speaking skills along their educational journey

when used as a language-learning tool. The present research sheds light on the student’s

attitudes and perceptions toward obtaining speaking skills through podcasts. To collect the

required data for this study, a questionnaire was addressed, as a data collection tool, for third-

year LMD students at the Department of English at Batna 2 University. In addition, an

interview was administered to third-year Oral Expression teachers to gather data about their

opinions and practices in using such a tool in teaching speaking. The claimed sample, that

was supposed to answer the questionnaire, was 70 students. The overall findings reveal that

podcasts have a positive influence on learners’ speaking performance.

Keywords: English Podcasts, Speaking Skills, EFL, Students’ Attitudes.

IV
 List of Abbreviations and Acronyms

AAC: Advanced Audio Coding

AM: Amplitude Modulation

CALL: Computer-Assisted Language Learning

EFL: English as a Foreign Language

ESL: English as a Second Language

FM: Frequency Modulation

ICT: Information and Communication Technology

IPod: Interim Planning Overlay District

LMD: Licence, Master, and Doctorate

RSS: Simple Syndication

WMA: Windows Media Audio

SLA: Second Language Acquisition

V
 List of Figures

Figure 1: The ARCS Model of Motivation by Dr. John Keller 9

Figure 2: Taxonomy of Uses of Podcasting in Language Learning 15

Figure 3: The sender-message-receiver-model by David Berlo (1960)……………………..

Figure 4: Four skills to acquire the knowledge of English Language……………………..

VI
 List of Graphs
(Not filled yet)

VII
 List of Tables
(Not filled yet)

VIII
 Table of Content

Declaration I

Dedication II

Acknowledgments III

abstract

List of Abbreviations and Acronyms V

List of FiguresVI

List of Graphs VII

List of Tables VIII

Table of Content IX

General Introduction

1. Background of the Study 1

2. Statement of the Problem 2

3. Research Questions and Hypothesis 3

4. Aims of the Study 3

5. Research Methodology 3

6. Structure of the Study 4

Chapter One: Podcasts and Speaking Skills

Section One: Podcasts

Introduction 6

1.1. Podcasts and the Notion of Podcasting 6

1.1.1. Historical Background of Podcasts 6

1.1.2. Podcasts versus Broadcasts 6

1.1.3. Types of Podcasts 7

1.1.3.1. Audio Podcasts 7

1.1.3.2. Video Podcasts 7

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 1.1.3.3. Enhanced Podcasts 7

1.1.3.4. Podcast Novels 8

1.1.4. The Use of Podcasts in EFL Classrooms 8

1.1.5. Advantages of Podcasts 9

1.1.5.1. Influence on Students’ Motivation 9

1.1.5.2. Flexible Learning and Availability 11

1.1.5.3. Teaching Material and Recourses 11

1.1.6. Podcasts and Language Learning 12

1.1.6.1. Podcasts and Computer-Assisted Language Learning 12

1.1.6.2. Podcasts and Learning Strategies 13

1.1.6.3. Podcasts as a Pedagogical Tool 14

Section Two: The Speaking Skill

1.2. Speaking Skill

1.2.1. Definition of Speaking Skill

1.2.2. Components of Speaking

1.2.2.1. Vocabulary

1.2.2.2. Pronunciation

1.2.2.3. Fluency

1.2.2.4. Accuracy

1.2.2.5. Comprehension…………………………………………………….....

1.2.3. Types of classroom speaking performance

1.2.4. The relationship between speaking and listening……………………………….

1.2.5. Approaches of Teaching Speaking in EFL Oral Classrooms…………………..

1.2.6. The Importance of Speaking Skill in EFL Teaching & Learning………………

1.2.6.1. The Importance of Speaking Skill in Teaching EFL……………………

1.2.6.2. The Importance of Speaking Skill in Learning EFL……………….....

X
 1.2.7. Difficulties of the Speaking Skill………………………………………

Conclusion……………………………………………………………………………

Chapter Two: Data Description

Introduction

2.1. Research Participants

2.1.1. Learners’ Profile

2.1.2. Teachers’ Profile

2.1.3. Setting

2.2. Description of Research Methods

2.2.1. Data Gathering Tools

2.2.2. Population and Sample

2.3. Data Analysis

2.3.1. Students’ Questionnaire Analysis

2.3.2. Teachers’ Survey Analysis

2.4. Discussion and Interpretation of Findings

2.4.1. Aims and Procedures of the Study

2.4.2. Summary and Results

2.4.3. Interpretations and Implications

2.4.4. Limitations of the Study

2.5. Suggestions and Recommendations

2.5.1. Useful Podcasting Sites/Applications for Students and Teachers

2.5.1.1. Useful Podcasting Sites/Applications for Students

2.5.1.2. Useful Podcasting Sites/Applications for Teachers

2.5.2. Creating and Producing a Podcast

Conclusion

General Conclusion

XI
Recommendations

Appendices

XII
 General Introduction

The 21st century is frequently referred to as an era of technology because technology

nowadays plays a critical role in our lives. It has become an integral part, and sometimes a
major component in all the fields, as it is seen as the foundation for growth. It is apparent that
technology has affected and revolutionized all life domains; which has increased the need to
adapt to its demands and requirements (Mumford, 1979, p.2). According to the most recent
research on how modern students choose to use technology and how it impacts their learning,
it was discovered that when learners use modern equipment, their learning and interactivity
improve. The transmission of knowledge becomes very easy, convenient as well as effective.

This rapid transfer is intended to adapt to learners’ needs and update their teaching
and learning experiences as it makes them more meaningful and authentic. Thus, teachers are
required to challenge traditional teaching and learning methods by integrating ICT media into
language classes (Hassen & Hoon, 2013). There are so many technology forms that can be
implemented in the language teaching and learning process. One of these forms is the podcast
which has not been designed primarily as a pedagogical tool for pedagogical purposes. It has
rather been lately incorporated into language learning and teaching as a potent instrument for
encouraging learners’ autonomy and promoting their speaking abilities.

Accordingly, this research study is conducted to investigate the effectiveness of using

podcasts to enhance EFL students’ speaking performance at the Department of English,
Mostefa Ben Boulaid Batna 2 University.

1. Background of the Study

Being recognized as the modern-day lingua franca, English has gradually established
itself as the mother of international diplomacy (Seidlhofer, 2005) and communication
(Nazara, 2011). While the demand for teaching English as a Foreign Language (EFL) has
grown in the past few years, so has the critical need to understand its learning process.

In any language learning classroom, there is a set of basic linguistic and cognitive
skills that any learner has acquired to master to communicate effectively, among which,
speaking stands on top of the list. As the solid foundation for communication, speaking skills
are considered to be the key goal to mastering the English language. Over the years,
numerous studies underscored the hindrances that impede the development of speaking skills

1
among Algerian EFL students. It included issues such as lack of motivation, limited exposure
to the target language, and unfamiliarity with effective learning procedures.

Furthermore, the intricacies of speaking pose another formidable challenge in the

teaching and learning of a second or foreign language (Horwitz, Horwitz, and Cope, 1986;
Pichette, 2009). Recent research argues that material presented within EFL language
classrooms may not be enough for students to fulfill their speech learning needs. The
heightened stress and anxiety associated with speaking can extend beyond the classroom,
setting it apart from other academic skills like writing, reading, and listening.

At present, and as the world moves beyond the pandemic, the vast spread of
Information and Communication Technology (ICT) has made it easier for learners to find
alternate ways to attain their speaking goals. With technology playing a pivotal role in
education, the integration of audio-based media platforms, such as podcasts, has become a
substantial approach for many students.

Podcasts and the notion of podcasting have strongly emerged during the beginning of
the 21st century, and even though it is not a new technology, this medium exceptionally grew
in popularity during the COVID-19 pandemic. Owing to the importance of speaking in this
present scenario, Bailey (2005) and Gah (2007) suggest that teachers also require embedding
new strategies and methods to improve their speaking skills. Luckily, podcasts as a highly
versatile medium, unlike other media outputs, have the potential to harness and cultivate
students’ oral performance and enrich instructors’ pedagogical teachings.

2. Statement of the Problem

As the main component of oral performance, speaking skills are extremely necessary
to aid students’ language development within the field of higher education. Brown and Yuke
(1983) define speaking as the skill upon which learners will mostly be judged in real-life
situations. Thus, many Algerian EFL students face a significant challenge in improving their
speaking skills, and English Language students at Batna 2 University are no exception.

Due to a combination of factors, such as lack of exposure to the native language, fear
of criticism, and even nervousness, it became hard for EFL learners to support the
enhancement of their oral performance. Such issues can result in frustration and
dissatisfaction among students, negatively impacting their grades, motivation, self-esteem,
and overall the formation of their communicative competence.

2
 Despite the availability of many technological innovations such as podcasts, the use of
ICT tools is still unfamiliar among EFL instructors. To fulfill the task of appropriate language
use, speech techniques are required and teachers are not providing enough encouragement or
giddiness to learners in this context. However, podcasts as a popular medium have the
potential to enhance EFL students’ language skills and can serve as a valuable resource for
educators and learners alike.

3. Research Questions and Hypothesis

This research seeks to answer the following question:

RQ1: What is the impact of podcasts as a language learning tool on the speaking
performance of third-year EFL students at the department of Batna 2 University?

RO2: What are teachers’ attitudes towards the use of podcasts as a language learning tool?

Parallel to the research questions above, the following hypotheses were formed:

Null Hypothesis

There is no significant impact of podcasts on EFL students' speaking performance as a

language learning tool at the department of Batna 2 University.

Alternative Hypothesis

Podcasts have the potential to influence third-year EFL students’ speaking skills along their
educational journey when used as a language learning tool.

4. Aims of the Study

- To explore the various types of Podcasts that are popular among students

- To examine how podcasts impact the perspectives and experiences held by EFL
students concerning their language learning process.

- To determine teachers’ attitudes towards the use of podcasts within the teaching
curriculum.

5. Research Methodology

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 This research is conducted following a descriptive method of an exploratory nature.
To seek content answers, an interview for third-year oral expression teachers and a
questionnaire for third-year EFL students, have been conducted at the Department of English
Language at Batna 2 University, the attitudes of both teachers and learners towards the use
of podcasts in enhancing EFL learners speaking performance.

To collect the data required, the questionnaire designed for third-year students was
specifically made to explore and observe the effects of podcasts on the development of their
speaking skills. The interview made for teachers, was designed to evaluate their attitudes
towards the use of such e-tools within the language learning process, and whether such
innovations can facilitate and cultivate learners' speaking abilities.

6. Structure of the Study

This research is divided into two main chapters. The first chapter entitled “Podcasts
and the Speaking Skill” represents the theoretical component of the study. It comprises two
main sections which are dedicated to the exploration of the two variables. The first section
delves into podcasts, exploring their diverse forms and variants. Meanwhile, the second
section focuses on the second variable, namely speaking skills. It discusses the different
levels and stages of speaking, highlighting its significance in EFL teaching and learning. The
second chapter of the study includes the fieldwork, representing the analysis, description, and
discussion of the data collected from the students’ questionnaires and the teachers’
interviews.

4
Chapter One: Podcasts and the Speaking Skill
Section One: Podcasts

5
Section One: Podcasts

Introduction

Podcasts have become a ubiquitous and influential form of digital communication,

providing diverse and engaging content to a global audience. These digital audio or video
files can be streamed or downloaded, covering a wide range of topics from news to education
and entertainment. The accessibility and convenience of podcasts have propelled a surge in
their popularity, challenging traditional media consumption patterns. The term "podcast" was
first coined from the blend of "iPod" and "broadcast," initially tied to Apple's iTunes
platform. Platforms like Spotify and Apple Podcasts have facilitated easy access to this
content, making it easier than ever to find podcasts that match your interests. In addition to
their entertainment value, podcasts serve as valuable educational tools, disseminating
information and knowledge globally. Their impact extends across educational institutions and
businesses.

1.1. Podcasts and the Notion of Podcasting

1.1.1. Historical Background of Podcasts

The inception of podcasts in the early 2000s is credited to the collaborative efforts of
Dave Winer and Adam Curry, who introduced the iPodder program in 2004. This
groundbreaking tool enabled users to automatically download Internet radio broadcasts to
their iPods via Really Simple Syndication (RSS) (Winer & Curry, 2004). The term "podcast,"
coined by journalist Ben Hammersley, originally derived from combining "broadcasting" and
"iPod," gained prominence in 2005 when Apple integrated podcast support into iTunes,
contributing to the widespread adoption of this digital medium (Apple Inc., 2005). As
podcasts evolved into a versatile platform, offering diverse content across various genres and
attracting a broad audience, platforms like Spotify and Google Podcasts played a pivotal role
in their availability and accessibility (Spotify, 2021). This evolution significantly impacted
the media landscape, challenging traditional broadcasting and fostering a democratized space
for content creation. The podcasting phenomenon continues to thrive, featuring an expanding
array of voices and topics that shape the digital content consumption experience (O'Reilly,
2019).

1.1.2. Podcasts versus Broadcasts

6
 Because of the slight difference between podcasts and broadcasts in terms of
pronunciation, so many people confuse them as one concept. Broadcasts are Transmissions
via terrestrial radio (AM/FM) and online that output audio on various topics via talk shows.
The programs provided in the Broadcasts are live and controlled in a studio. The interaction
is the key characteristic of people listening in real-time. They are bound to listen to a certain
program at a specific time set by the studio controllers (Jamie, 2013). Podcasts, on the other
hand, are audio or video files that are available on Google Play, iTunes, or websites which
can be downloaded to a computer or any portable device. People are free to download these
files any time they want, unlike broadcasts (Jamie, 2013). The key difference between them
is that Broadcasts are live-controlled programs, while podcasts are not.

1.1.3. Types of Podcasts

1.1.3.1. Audio Podcasts

Audio podcasts are the most common and widely used type. They usually take the
form of an MP3 file format. AAC and WMA are rare file formats of this type. Depending on
the length, the audio file does not usually exceed 10 Mb, which makes it one positive side of
this type (Swetha, 2013).

1.1.3.2. Video Podcasts

Video podcasting, also known as video podcasting and video streaming, combines
audio and video recordings into a single file to create an audiovisual program. According to
Ellis (2017), a video podcast, often referred to as a vidcast or vodcast, is a downloadable or
streamable video clip that is usually offered as a subscription to a regular program. Video
podcasts are best viewed on larger devices such as PCs. Video podcasts are more difficult,
time-consuming, and expensive to create than audio podcasts. The MP4 video format is
widely used in podcasts (Salmon and Edirisingha, 2008).

1.1.3.3. Enhanced Podcasts

Emerging as a novel podcasting format, enhanced podcasts, also known as slide casts,
distinguish themselves by amalgamating audio content with visual elements like slides,
images, and brief videos. This multimedia-rich experience allows users to interact by
selecting and repositioning items within the content. Unlike traditional audio-only podcasts,
enhanced podcasts necessitate playback on personal media players or computers equipped

7
with video capabilities, as highlighted by (Rosell-Aguilar in 2007), particularly emphasizing
platforms such as iTunes.

1.1.3.4. Podcast Novels

The last type of podcast is the podcast novel. It is also known as audiobooks. Similar
to traditional novels, this type takes the form of audiobook literary works. It provides an
online delivery of chapters formed into a series of audio recordings, wherein each chapter is
delivered individually. It allows the novelists to expand their stories to the audience (Swetha,
2013). Based on the type of media content which is associated with podcasting, the audience
chooses the type of podcast that serves their needs and fits their learning strategies.

1.1.4. The Use of Podcasts in EFL Classrooms

According to Escobar (2018), emphasizing the exploration of optimal resources

during the training process is crucial. Consequently, incorporating podcasts into the
curriculum is deemed a valuable tool for EFL teaching. Barron (2006) highlights that
podcasting fosters mutual understanding, realism, and motivation, key considerations for
secondary school EFL classes. Nikolou and Darrah (2018) contend that podcasts capture
students' attention, while Xiangming et al. (2020) assert that they effectively convey
knowledge. McMinn (2011) suggests that podcasting can stimulate students to apply English
beyond the confines of EFL classes. Broadcasting podcasts to a wider audience enhances
motivation, prompting us to meticulously craft, proofread, and edit transcripts for accurate
and comprehensible content. Despite limited research on podcasts as a learning tool in
secondary school EFL classrooms, Farangi et al. (2015) and Dukate and Lomicka (2009)
illustrate how podcasting serves as an interactive learning tool that enhances speaking skills.
This might be attributed to the contextual nature of the activity, as seen in Rozelle-Aguilar's
work (Il, 2013). Mbah et al. (2014) demonstrate that podcasts contribute to improved
pronunciation, Sze (2006) suggests enhancements in intonation, and Travis and Joseph
(2009) leverage podcasts to develop various speaking skills, proposing tasks like spontaneous
conversation and opinion justification. Sathe and Waltier (2008) devise a mini-language
laboratory to enhance spoken language comprehension and expression, while Lomicka and
Lord (2011) and Fitria et al. (2015) utilize podcasts to refine listening, speaking, and
pronunciation skills. Podcasts facilitate student engagement in discussions, brainstorming,
problem-solving, and collaborative teamwork (Gannod et al., 2008). Supported by Son

8
(2018) and Ashton-Hay and Brookes (2011), podcasts make significant contributions to
language skill development, particularly in speaking and listening.

1.1.5. Advantages of Podcasts

Due to the continuously growing utilization of ICT tools, it became easier for
instructors to provide adaptable, inclusive, and dynamic educational content to foster their
students’ learning experiences (Ouda & Ahmed, 2016). It is important to acknowledge that
teaching spoken language can encounter many difficulties and challenges (Graham, 1997),
and for this reason, educators and academics started recognizing the potential of transforming
podcasts into a successful learning tool. Even though it is not a discovery, the advantages of
podcasting when incorporated into higher learning classrooms are still a hot trend among
rising researchers (Palenque, 2016). Podcasting as a medium can result in many beneficial
outcomes for higher education:

1.1.5.1. Influence on Students’ Motivation

Motivation is one of the most significant psychological aspects of education (Rodgers

& Withrow-Thorton, 2005). Dornyei (1994) defines motivation as a combination of efforts
and willingness to achieve language learning. To measure individuals’ level of motivation,
Keller (1989) came up with the ARCS Model (See Figure 1).

9
 Attention

Satisfaction ARCS Relevance

Confidence

Figure 1: The ARCS Model of Motivation by Dr. John Keller

This theory model consists of four unique factors; attention, relevance, confidence,
and satisfaction. The first factor, attention, reflects learners’ interests (Green & Sulbaran,
2006). Attention can be defined as a core concept of learning, and it can also be a source of
disadvantage to students who find difficulty sustaining it. Keeping attention in the classroom
can be a challenge to learners when textbooks are a predominant material in most forms of
higher education. One of the main benefits of using podcasts in this scenario is the ability to
personalize learning based on the preferences and interests of students. According to
Yoestara and Putri (2018), podcasts help increase students' excitement and expand their
attention spans.

Relevance, the second factor, is mainly concerned with learners’ needs. In any
educational setting, it is necessary for the course material to meet the wants and needs of
students for them to achieve a successful learning experience. Keller and Suzuki (2004) assert
that most students require a compatible course material that aligns with their academic and
personal learning goals. Podcasts are undeniably tailored to the requirements of different
learners and can offer them successful learning outcomes when used as course material in a
constructive pedagogical framework (Vygotsky, 1978).

10
 The third factor, confidence, is a representation of learners’ perceptions of the concept
of success and failure (Bohlin et al., 1990). Consequences of lack of confidence are more
likely to appear among EFL students. Due to anxiety, overwhelming shyness, fear of making
mistakes, and stress, students may not live up to their full potential (Al-Sobhi & Preece,
2018). Chung and Kim (2005) found that when teachers are given the chance to use podcasts
in their classrooms, their students can adopt affirming attitudes, and a sense of self-
confidence while engaging in classroom activities. Samad et al. (2017) advanced a similar
belief declaring that students who are frequently exposed to podcasts have higher chances of
enhancing their ability to interact more comfortably within the classroom environment.

Satisfaction, which is the last factor of the ARCS model, is a reflection of learners’
feelings towards their control and expectancy of success (Keller, 2008). Primarily, teachers
must understand their responsibilities and guarantee that their students are fully satisfied with
their learning experience. Cebeci and Tekdal (2006) and Lord (2008) state that podcasts can
offer pedagogical benefits to teachers and can assist them in enriching their learners’
experiences. By creating engaging exercises such as simulations, role play, or even games,
podcasts can boost students’ satisfaction and can even make them pay more attention to
textbook material (Abdulrahman, 2018).

1.1.5.2. Flexible Learning and Availability

What makes podcasts different from ordinary radio or other broadcasting shows is the
use of RSS. Rosell-Aguillar (2007) defines RSS, or Simple Syndication as a system in which
subscribers are frequently provided with new material. This form of technology provides
users or subscribers with automatic and newly updated content. This means that students who
subscribe to a podcast are constantly met with learning recourses, and this makes podcasts
very intriguing to use in education. Consistency and easy accessibility of content are quite a
necessity for students to delve into their learning process and strengthen their language skills.
Such routines can help students create an environment conducive enough to support effective
learning and establish personal growth.

Furthermore, the “Podcast Index Organization” (Podcast Index Organization, 2024)

claims that there are approximately more than 4 million active podcasts in the world right
now, with the English language dominating at 60%. The high rate of availability and facility
in use made podcasts the “modern on-demand radio” (Richardson, 2006). Due to their
centralized nature, podcasts allow students to enjoy endless sets of online, episodic, and

11
theme-oriented audio shows. Whether through a web browser or a mobile application,
learners can monitor and control podcasts from their own space, and at their own convenient
time (Remadhani, Noni & Tahir, 2022). In addition to their convenience, McClung and
Johnson (2010) state that podcasts are mainly cost-free and can come in various forms and
durations; such a feature allows learners to choose their preferred topics and offers them all
sorts of educational knowledge and entertainment.

1.1.5.3. Teaching Material and Recourses

With the emergence of podcasts, it is becoming easier for educators to offer dynamic
multimedia educational resources. The advanced features offered by podcasts present
compelling opportunities for teachers to enhance their assessment and pedagogical practices.
Goldwin-Jones (2005) and Lee and Chan (2007) state that the focus of podcast integration in
education should not be emphasized on distributing lengthy lectures or teaching complex
concepts, but rather on promoting ease of listening, as well as students’ interests. Teachers
can use podcasts to cover a range of diverse topics within the classroom, and add variations
to course material and lessons.

Because of future podcasting support, teachers could potentially lessen the difficulty
of their work, redirecting their primary focus towards crafting more interactive lesson plans
and offering extensive innovative mentorship to students. By incorporating podcasts into the
classroom, instructors can expose their learners to a wide range of English authentic sources,
enabling them to explore real-life language use (Kavaliauskienė & Anusienė, 2009).

Additionally, podcasts can aid educators in creating a more meaningful and enjoyable
learning experience (Sam, 2016). Teachers can use podcasts to spark discussions and debates
among students, this encourages learners to express their opinions, cite examples from the
podcast, and take advantage of their critical thinking. Such activities make students cultivate
positive attitudes toward language learning (Wei & Ram, 2016; Yeh, 2013) and can help
them expand their linguistic and communicative competencies.

In correlation, Istanto (2011) declared that the potential of podcasts can even extend
beyond classroom syllabi, catering to students’ cultural understanding, and assisting
instructors in spreading awareness and knowledge about the target culture and the language.

Podcasts can also function as excellent assignment material. Teachers can assign
podcasts as homework and have students write essays or summaries about the content of the

12
selected episodes. Yaman (2016) states that several podcasting websites provide exercises
and transcripts of audio-video recordings, allowing teachers to assign specific podcasts for
students to listen to at home to reinforce their learning or bring pertinent audio-video assets
into the classroom.

1.1.6. Podcasts and Language Learning

Language Learning can be defined as a conscious process in which a learner is

actively engaged in either formal learning or a self-study program (Kramina, 2000). In
today’s world, English language students frequently rely on computers and software
programs to enhance their language learning abilities.

1.1.6.1. Podcasts and Computer-Assisted Language Learning

Early research studies on Computer Assisted Language Learning (CALL) assure that
successful implementations of new technologies highly depend on the level of commitment
any teaching or learning environment presents (Warschauer & Healey, 1998). Levy (1997)
briefly described CALL as "the search for and study of applications of the computer in
language teaching and learning". The present CALL philosophy places a high value on
student-centered material that can allow language learners to work independently. One media
outlet that has proven to be especially helpful to language learners is podcasts.

The published literature suggests that podcasting possesses the potential to serve as a
significant asset to students, occupying various roles that enrich language learning. Authors
have suggested that podcasts can be an instrumental tool in accelerating language learners’
pedagogical experience, not just in listening but also in other areas such as grammar,
vocabulary, pronunciation, and any speaking-related activities (Chan et al. 2011). Ashton-
Hayand Brookes (2007) went beyond the previous point and stated that podcasting can
facilitate self-paced learning as well as give lower proficiency learners a platform for
remediation.

In a study to explore the implementation of CALL into classrooms, O'Bryan and

Hegelheimer (2007) planned an attempt to integrate podcast resources into an ESL (English
as a Second Language) listening strategies course. According to their project findings, both
the teacher and students found the podcast very beneficial during the language course. The
researchers noted that during the process, podcasting not only offered students a wealth of

13
information and guidance, but it also had the power to completely change the way the
lessons’ instructions were delivered.

Similar results were found by Garcia (2023), her study aimed to measure the
development of listening comprehension using computer-assisted podcasts. For the analysis,
a total of 51 learners completed six computer-assisted task-based courses. The results of the
study demonstrated a significant improvement in listening comprehension. The findings also
indicated that podcasts were useful for the development of planning and evaluation, directed
attention, personal knowledge, and problem-solving categories.

1.1.6.2. Podcasts and Learning Strategies

Podcasts were also studied concerning learning strategies. Oxford (1990) defines
learning strategies as “specific actions taken by the learner to make learning easier, faster,
more enjoyable, more self-directed, more effective, and more transferable to new situations”.
O’Malley and Chamot (1990) classify language learning strategies into three distinct
categories: cognitive, metacognitive, and socio-cognitive. In relation, they also state that
successful language learning does not come from one single set of learning strategies, but
rather from different types of strategies that learners utilize to achieve successful language
learning.

Going beyond definitions, Ashton-Hay and Brookes (2011) conducted an action

research study that aimed to explore English language learning strategies using podcasts
created by students. The research process led to the creation of a web page in the Queensland
University of Technology (QUT) Blackboard Learning Management System (LMS), where
the podcasts, story transcripts, and student photos were uploaded. The findings also
emphasized the value of “peer voices” in the podcast created by students, declaring that it
encouraged other language learners to build a repertoire of strategic learning habits.

Edirisingha (2007) also investigated the use of podcasts in an English Language and
Communication class at Kingston University. His study results indicated that podcasts helped
students prepare for assignments and offered valuable guidance on portfolios and
presentations. Podcasts also assisted students in getting ready for seminars and workshops.

1.1.6.4. Podcasts as a Pedagogical Tool

14
 As technology’s role in education becomes more prominent, podcasting emerges as a
vital pedagogical tool in practice where teachers can provide greater access and support to
language learners. Hawke (2010) used podcasts to design an independent pilot listening
course to examine how learners can enhance their scientific English listening skills through
auditory material. His study findings declared that most students’ post-test scores were
noticeably higher than their pre-test scores. Podcasts, when integrated as pedagogical
supplementary material, can assist learners in paying more attention to lecture content, and
can also encourage them to use their active listening on both top-down and bottom-up
perspectives (Hawke, 2010).

Another study by William (2007) claims that podcasts when used as a pedagogical
tool, can create a learning environment that can be beneficial to all types of learners,
particularly special needs students or students who experience difficulties in their learning
process. Hasan and Hoon (2012) showcased similar results in their research study. The
authors found that a great percentage of language learners perceived podcasts as an insightful
and positive tool for their listening comprehension, autonomy, and motivation. Their
participants also noted that if they had been introduced to podcasts earlier in their education,
they would have been more proficient in English.

Rosell-Aguilar’s taxonomy (2007) also demonstrated the use of podcasting as a

pedagogical tool. He distinguished two main potential uses of podcasts in language learning.
The first category was the content created by native speakers for the consumption of native
speakers, while the second category included teaching content specifically created for
language learning (See Figure 2).

Podcasts

Self-developed Existing recourses

Language Learning Courses Authentic Material

By teachers By students

Figure 2 : Taxonomy of Uses of Podcasting in Language Learning (Rosell-Aguilar, 2007)

15
Rosell-Aguilar (2007) noted a set of features that a course podcast needs to have to be
regarded as a pedagogical language learning tool:

1. It should provide exposure to the language and its characteristics.

2. It must include a variety of authentic material.
3. It should have clear objectives and provide explicit learning outcomes within a
defined syllabus.
4. It needs to provide proper cultural exposure and demonstrate the areas in which the
target language is spoken.
5. It must be engaging and with an adequate length.

Section Two: The Speaking Skill

16
Section Two: The Speaking Skill

Introduction

One of the essential objectives for most EFL students is to master the speaking skill of
the target language. Therefore, speaking is also deemed a crucial skill among the other
learning English skills that should be mastered by students. Despite its significance, speaking
skill seems to be a neglected skill in English Foreign Language (EFL) classrooms due to the
limited sessions, To overcome this issue, the rapid advancement of the 21st century has
brought fabulous technologies such as the use of podcasts to enhance speaking competency in
EFL classrooms. The present chapter provides an overview related to podcasting and its
impact on developing learner’s speaking competency.

1.2. Speaking Skill

1.2.1. Definition of Speaking

Speaking is synonymous with conversing; it is not merely using words but also
expending effort to produce comprehensive speech to establish a genuine alliance with
people, providing a sense of accomplishment. Chaney (1998) defines this vital medium of
communication as "the process of building and sharing meaning through the use of verbal
and nonverbal symbols in a variety of contexts" (p. 13). In this regard, Rebecca (2006) states
that speaking is the first mode in which children acquire language. It is a part of the daily
involvement of most people in language activities and is the prime motor of language change.

17
Speaking is similar to writing in that it is characterized as a productive skill. Nunan (2003)
asserts that "speaking is a productive skill that consists of systematic verbal utterances that
carry out meaning" (p. 48). Inside the classroom, it is seen as a fundamentally instrumental
act and an interactive process of constructing meaning, which includes producing, receiving,
and processing information. Nilsson (2011) states that speaking is an essential part of English
lessons because when we speak, we ask for attention and share our thoughts and feelings with
others, and teachers need to speak as much as possible. Speaking, in its broadest sense, is the
ability to use a given language appropriately in a meaningful context.

1.2.2. Components of Speaking

There are four components of the speaking skill to be mastered: vocabulary,

pronunciation, fluency, accuracy, and comprehension. According to Harris (1974), four or
five of these components are recognized in the analysis of the speech process. The students
must practice speaking English regularly to become fluent and accurate, and to achieve
fluency, they have to know the most essential components that affect how well an individual
speaks.

1.2.2.1. Vocabulary

Vocabulary constitutes a reservoir of words with diverse meanings tailored for various
purposes; effective communication is unattainable without possessing a sufficient and apt
vocabulary. Therefore, the cultivation of our speaking skills necessitates awareness and
command of the right words to enhance comprehension, as without a robust vocabulary,
conveying meaningful messages becomes challenging. This principle finds support in the
assertions of Richards and Renandya (2002), who affirm that "vocabulary is a fundamental
aspect of language proficiency and forms the basis for the proficiency of learners in speaking,
listening, reading, and writing" (p. 255). The absence of an extensive vocabulary repertoire
can indeed limit students from reaching their full potential.

1.2.2.2. Pronunciation

Another pivotal aspect of effective communication is pronunciation, which refers to the

manner of articulating words clearly, indicating the proficiency with which a particular word
is pronounced. Mastering pronunciation can pose a significant challenge for language
learners and is often a less favored topic for teachers to address in the classroom.
Pronunciation becomes crucial as it ensures that learners can articulate words effectively,

18
even when they possess a limited vocabulary and understanding of grammar. Moreover, good
pronunciation and intonation, as highlighted by Nation and Newton (2009), contribute to
effective communication. Pronunciation involves individual sounds, incorporating elements
such as articulation, aspiration, voicing, voice setting, intonation, and stress. By honing these
aspects, language learners can enhance their ability to speak fluently and convey their
thoughts accurately.

1.2.2.3. Fluency

Attaining speaking fluency stands as a key objective for nearly all language learners,
denoting the proficiency with which students can seamlessly connect their ideas without
deliberate thought, pauses, or interruptions during conversation. Yingjie (2014) elucidates
that fluency involves the ability to speak smoothly at an effective pace, effortlessly producing
the right words without excessive contemplation. Achieving fluency in the English language
not only instills confidence but also lends an individual a sense of prestige and
impressiveness on a broader scale. When instructing on fluency, common activities include
role plays, speeches, and various communicative exercises.

1.2.2.4. Accuracy

Accuracy refers to the absence of mistakes and errors in language usage. Put differently,
it signifies how learners handle language without committing grammatical errors, ensuring
the communication of accurate and understandable messages. According to Nunan (1989),
achieving success in speaking involves the application of appropriate conversational
formulas, a strong ability to articulate phonological features of the language, mastery of stress
patterns, and an acceptable level of fluency. It's essential to note that accuracy is a subjective
measure; children may not attain the same level as adults. In the context of teaching accuracy,
educators employ activities such as grammar presentations and dialogues.

1.2.2.5. Comprehension

Comprehension involves the act of understanding what the speaker conveys to prevent
any potential misunderstandings. It constructs a representation of the meaning of sentences,
aiming to assist the listener in capturing information from the speaker with ease. In Second
Language Acquisition (SLA), comprehension is regarded as a complex task due to its indirect
observability; it needs to be inferred from both verbal and nonverbal responses (Cohen et al.,
2005).

19
1.2.3. Types of Classroom Speaking Performance

To demonstrate his speaking performance assessment tasks, Brown (2004) introduced a

taxonomy of five categories that emerged for oral performance:
1.2.3.1. Imitative

Defined as a phonetic level of oral production in which the speaker is simply able to
imitate (mimic) a word, phrase, or sentence. Brown (2004) indicates that understanding or
conveying meaning in this type does not matter. The emphasis is mainly given to the
pronunciation and some of the lexical, prosodic, and grammatical properties of the language
imitated. Imitative learning does not require significant space of exploration and is
considered one of the fastest communicative learning approaches in practice as it offers
students an opportunity to listen and to orally repeat certain words of the language that may
present a linguistic difficulty (Raina et al., 2019).
1.2.3.2. Intensive

Intensive speaking involves the production of short stretches of language. In this type, the
speaker needs to be aware of semantic properties to be able to respond in a minimal or short
conversation. Brown (2004) gave examples of intensive assessment tasks which included
reading aloud activities, sentence and dialogue compilations, limited picture-cued tasks,
directed responses tasks, and even translation to simple sentence-level pupils. Most of these
oral language designs aimed to demonstrate competence in a narrowed band of grammatical
or phonological aspects of language where students can practice intonation, stress, rhythm,
and juncture.
1.2.3.3. Responsive

This third type of speaking performance is very common in the classroom. Teachers use
responsive speaking techniques when they engage their learners by asking them simple one
or two questions. In the same way, students give replies that are usually sufficient enough and
do not extend into longer dialogues or conversations. Brown (2004) states that assessing
responsive speaking is done through simple content that includes interaction and
comprehension tests but at somewhat a very limited level of a short conversation, for
instance, standard greetings, small talk, and simple requests.
1.2.3.4. Interactive

What distinguishes interactive and responsive speaking is the length and complexity of the
interaction. Interactive speaking is described as a complex performance that can include
multiple exchanges and/or multiple participants. According to Brown (2004), interaction can
take two forms; transactional language or interpersonal exchange. Transactional language is
represented in conversations that have a negotiable nature. The main purpose of this form is
to transmit or exchange specific information, as is common in responsive speaking.
Interpersonal exchanges, on the other hand, serve the purpose of maintaining social
relationships; conversations in this form can be a bit more complex to learners, especially
with the use of colloquial language, ellipsis, slang, humor, or any other sociolinguistic
conventions.

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1.2.3.5. Extensive (monologue)

It represents the longer forms of monologues. Competency in extensive speaking is usually

measured through extended speeches, oral presentations, summaries, or storytelling. Learners
here mostly use a deliberative and formal language style which requires a great deal of
preparation and is not typically improvisational communication; listeners’ ability to
participate is also highly restricted or excluded altogether.
1.2.4. The Relationship between Speaking and Listening

Message
Sender Reciever
Channel

For the past three decades, there have been a large number of studies conducted to
examine the relationship between speaking and listening. Despite being an important
communication skill in both daily life and academic contexts, listening has notably received
insufficient attention within the language teaching curriculum compared to the other three
main skills (Ramadhani et al., 2022). This emphasis is driven by the recognition that listening
as a skill may be easy to miss because of its silent nature. However, this perspective changed
radically once listening came back to the spotlight when several language acquisition
theories emphasized its importance and how it functions as a predictor of oral performance.

While speaking is regarded as a structured and reactive product of one’s thoughts,

expressions, and ideas (Brown, 1994), listening on the other hand, is viewed as a process of
interpreting and analyzing meaning. Underwood (1989) defines listening as “an activity of
paying attention to and trying to get meaning from something we hear”. Listening is the
language skill most used in education; it is the channel by which students get their language
exposure and input. In this manner, effective communication can be acquired as represented
by the depiction below:

Fig 4: The sender-message-receiver-model by David Berlo (1960

The sender-message-channel-receiver (SMCR) model of communication is the simplest form

of linear communication that we're exposed to today. It explicitly showcases the process of
communication and the interplay between speaking and listening.

Kang (2002) notes that the concept of listening comprehension became thoroughly
accepted in foreign language teachings due to the significant role it plays in the development
of speaking ability. Similarly, Cross (1992) states that most language learners are set to
acquire pronunciation, syntax, vocabulary, and even fluency when they practice active
listening. Furthermore, speaking is not merely an individual action, Nation and Newton

21
(2009) state that the early stages of language development in any person’s first, second, or
foreign language learning highly depends on listening as it functions as a natural precursor to
speaking.

1.2.5. Speaking and Language Teaching Approaches

Language teaching approaches and methods have cast a huge light on the language
teaching theory and the practice of speaking. These are some of the most popular language
teaching approaches that highly emphasize the importance of oral performance in language
learning:
1.2.5.1. The Direct Method

The Direct Method (DM), also known as the ‘oral’ or ‘natural’ method, originated
during the beginning of the 20 century. The DM principally came as an alternative to the
th

poor success of the Grammatical Translation Method (GTM). This pedagogical approach is
solely designed to promote and prioritize the complete use of the target language in the
classroom, where teachers mainly use visual aids to demonstrate peculiar words, sentences,
or concepts to students.
This language teaching approach deliberately prioritizes speaking and listening
abilities, and it also views language learning as a route to effective communication. By
focusing on real-life situations, the direct method highly encourages students to talk and
interact within the classroom, and it also aims to help learners in acquiring authentic fluency,
and oral communication. Other aspects of speaking such as vocabulary and grammar are not
explicitly taught in the DM but rather introduced along the way through exercises and
materials.
1.2.5.2. The Audio-lingual Method

The Audio-lingual Method (ALM) is also a known method of teaching foreign

languages. It was widely used in the 1950s and the 1960s, and it emerged through the
combination of fragments that were originally found in the Direct Method. This approach
highly emphasizes the understanding of words rather than focusing on the acquisition patterns
and structures in common everyday dialogues.
When it comes to the development of English skills, the ALM focuses on the teaching
of speaking and listening before reading and writing (Richards & Rodgers, 2001). It uses
dialogues as the essential form of language presentation, and drilling as the main training
technique. Learners are usually exposed to several complex language grammatical structures
which they listen to and respond to. Sentence structures in this method were inclusively
taught through imitation and repetition, while vocabulary was demonstrated with much
emphasis on correct pronunciation, speech, and application. Harmer (2004) states that the

22
main purpose of audio-lingual teaching was to encourage students to create habits of
language formation through constant repetition of correct utterances.
1.2.5.3. The Communicative Language Teaching (Communicative Approach)

Communicative Language Teaching (CLT), also known as the Communicative

Approach, is one of the various methods of language teaching in a second or foreign language
context. The early research in CLT emerged during the 1970s and became popular due to its
new teaching perspective. As the main dominant approach in most modern mainstream
language education, the communicative approach mainly focuses on the learner’s ability to
communicate the message in terms of its meaning rather than concentrating exclusively on
the grammatical perfection of phonetics. CLT views language learning as an interactive,
cooperative, and learner-centered process in which learners are provided with sets of
interactive and engaging activities that help them enhance their communicative
competencies.
Achieving good communication is also a crucial aspect of CLT. This approach
significantly concentrates on students’ ability to communicate in real-life situations rather
than just acquiring grammatical knowledge. CLT also emphasizes the importance of building
students’ communication skills using meaningful tasks that can help them become better
speakers in a wide range of contexts. Some of the most common types of Communicative
Language Teaching activities include:
 Role-plays – Learners here simulate real-life situations by taking on specific roles
related to a given scenario.
 Information gap activities – In these tasks, information is divided through the
classroom and students are acquired to work in pairs or groups where they
communicate and share information to complete the task.
 Debates and discussions – These tasks help students engage in conversations where
they express, defend, and challenge each other’s opinions.
 Problem-solving tasks – These activities involve collaborative work among learners,
and it is built on exchanging information as well as using language profoundly.
 Project-based activities – In these activities, students have the choice to work in
groups or individually to plan and create products such as presentations, monologues,
or even videos.
1.2.7. Speaking Skill Difficulties and Challenges

Despite its importance in EFL classrooms, speaking skill still poses a great challenge
for most students. To investigate EFL learners’ common difficulties in speaking English,
Aisha (2020) distinguished two main categories; the linguistic factors and the psychological
factors.
1.2.7.1. Linguistic Factors

Researchers have long sought to understand the influence of linguistic aspects on the
development of oral performance. In a study to determine students’ strategies for overcoming
speaking challenges, Lukitasari (2008) found that most learners, who had difficulties in
improving their oral performance mainly complained about three linguistic elements, namely

23
lack of vocabulary, grammar mistakes, and pronunciation problems. Each of these factors is
an individual element and can be previewed as follows:

a. Grammar Mistakes
Grammar holds a huge significance in language performance, Paramudhita (2015) indicates
that one of the major difficulties that students face during speaking is mainly connected to
their lack of understanding of grammatical patterns. Due to its complex formation, grammar
is a difficult subject for the majority of language learners. Aspects such as tenses, word order,
and sentence fragments can be difficult to obtain in EFL classrooms. When students fail to
acquire such elements, grammar becomes extremely challenging and makes most foreign
languages avoid speaking or participating in the classroom due to the fear of making
grammatical errors or mistakes (Pears, 2002).
b. Lack of Vocabulary
Vocabulary is also a huge part of the learning process and the lack of it can threaten learners’
ability to comprehend spoken or written language. According to August et al. (2005), foreign
language learners with lower vocabulary ranges tend to take longer time to acquire new
vocabulary and are less engaged in oral activities with their classmates or their teachers. Most
EFL learners often find learning and retaining new words in a foreign language quite
difficult, this limits their ability to select appropriate words or even come up with simple
sentences. Moreover, the English language poses many idioms, phrasal verbs, and slang
terms, which are not always easy to comprehend for non-native speakers. Thornbury (2004)
also identified some factors that influenced students’ inability to grasp new words, they
included; pronunciation, spelling, length and complexity, and even grammar and meaning.
c. Pronunciation Problems
Pronunciation plays a key role and is a vital element in English language teaching. Failure to
adopt good pronunciation may cause students obstacles in communicating. Pronunciation
problems among EFL learners are mainly connected to phonology and the wrong use of stress
in the syllabus. Poor pronunciation can also affect the utterance and meaning of sentences.
Researchers highlighted some of the main pronunciation problems that most EFL learners
find during their learning which included factors such as stress, phonological fragments, long
words, and words that have silent consonants.
1. Psychological Factors
Several studies examined the role of psychological elements in the success and failure
of students’ speaking performance. According to Brown (2001), several psychological factors
are considered to be the main root cause of learners’ antipathetic to speaking:
a. Anxiety
One of the most common learning challenges in foreign language teaching is the concept of
anxiety. Titis (2021) defines anxiety as a feeling of tension, nervousness, and apprehension
that is specifically associated with the context of language learning. Bashir et al. (2011) assert
that extreme anxiety may lead to despondence and a sense of failure in learners. Students
with anxiety disorders have higher risks of lower academic scores and can have difficulty
paying attention to what needs to be learned. According to Koçak (2010), students can

24
become highly stressed and anxious in unfriendly learning environments; this causes them to
detach themselves from class activities and prevents them from developing their
communicative skills. Furthermore, speaking anxiety often has other aspects such as peer
pressure and self-image. Al Ansari (2015) carried out a study to examine the causes of
anxiety in the classroom and the research findings declared that most learners believe that
making mistakes in the classroom affects their “image” and could lead to losing face.
Similarly, Ariyanthi (2016) declares that students are mainly reluctant to speak in the
classroom due to fear of judgment from their peers and teachers.
b. Shyness
Shyness is also counted as a major obstacle in English language learning. Rubin et al. (2009)
view shyness as a temperament or personality trait that is partially characterized by learners’
differences. Shy students are more likely to have internalizing issues that make them highly
uncomfortable with public speaking. Many researchers suggest that shy students often have
more speaking problems than their non-shy counterparts. Asendorpt (2000) notes that
students who experience overwhelming levels of shyness have a difficult time adjusting to
new environments, which exposes them to negative emotional outbursts. This could also
cause them problems with adapting to new learning techniques and can make them
underperform academically. While it is necessary to address that not all learners suffer from
overwhelming shyness, this psychological factor is still a common obstacle in most EFL
classrooms.
c. Lack of Confidence
Contrary to popular belief, confidence is not something learners are born with, but rather a
skill they need to master. Chen (2010) indicates that the main reason why students avoid
taking risks in public speaking is due to their lack of confidence. Learners who display low
self-esteem often dodge participating in class discussions; this can sometimes result in poor
oral performance, and can also influence their academic achievement. Most learners’
willingness to communicate in class is partially determined by their self-confidence
(MacIntyre et al., 1998) and the lack of it might exhibit various negative psychological
outcomes, such as stress, burnout, and even depression. Confidence problems may also
originate from the classroom environment. Brown (2001) states that a lack of encouragement
from teachers can result in lower self-esteem and more speaking obstacles. The teachers must
provide and maintain healthy environments where students can express themselves
comfortably.
d. Fear of Making Mistakes
Fear of making mistakes is another issue that prevents students from developing their
speaking skills. According to Hammad and Abu-Ghali (2015), EFL students are mainly afraid
of making mistakes due to fear of judgment from their peers. They tend to put off or avoid
any activity that has the potential for an unsuccessful outcome. Ur (2000) exhibits a similar
point, saying “Learners are often inhibited about trying to say things in a foreign language in
the classroom, worried about making mistakes, fearful of criticism or losing face, or simply
shy of the attention that their speech attracts”. Students need to have an environment where
they have no consequences for trying.
2. External Factors

25
 These are factors that mainly come from outside the individual. Brown (2007) defines
external factors as a common attribute that is solely based on the circumstances outside of the
control and influence of the learner. Such factors are presented in:
1. Lack of Motivation
While many researchers consider motivation a psychological aspect of learning, it is best to
consider it an external factor due to its broad potential. Motivation plays a critical role in the
success of students in any educational context and it comes in two forms, intrinsic and
extrinsic. Intrinsic motivation is when students engage in activities because they find them
rewarding. Extrinsic motivation, on the other hand, is when learners are motivated to perform
or engage in an activity to earn a reward or avoid punishment. The second type is primarily
related to class and curriculum structure where the teacher plays a key role. Littlewood
(1981) asserts that progress in speaking practices can only take place if learners are motivated
enough. Sunnarborg (2002) also states that students’ positive behaviors are vital to boost
motivation. Without positive attitudes, learners will not have any substantial improvement in
acquiring the different features of speaking skills. Lack of motivation can also cause
dissatisfaction among learners, making them lose interest in course material, and perceive
their learning environment as less supportive.
b. Large Class Sizes
Teaching larger class sizes poses many challenges to teachers and students alike. Large
enrolment numbers within the classroom can promote student disengagement as well as the
feeling of alienation. This can erode learners’ sense of responsibility and can also
overstimulate their desire to engage in oral dialogues. When it comes to class activities,
Zhang (2009) suggested that low or uneven participation can be a major problem in a
speaking course. Chen and Goh (2011) also showcased how large class sizes can limit the
number of times learners participate in activities. Large class sizes can decrease the
effectiveness of speaking practices and can also make it challenging for students and
instructors to communicate.
1.2.6. The Importance of Speaking Skills in EFL Teaching & Learning

The primary objective of foreign language learners in mastering English is to achieve

successful and spontaneous conversations, considering it a top priority among other language
skills. Their proficiency in the target language is measured by the improvement in their
spoken language abilities. In the EFL teaching process, oral skills often receive inadequate
attention due to their perceived difficulty, tedium, and the time required for competency
development.

Luoma (2004) notes that teaching speaking poses challenges for EFL teachers owing to
its intricate and demanding nature. Celce Murcia (2001) underscores the significance of
spoken language, stating that "the ability to speak language is synonymous with knowing that
language since speech is the most basic means of human communication" (p. 103).
Consequently, students who possess proficiency in spoken language are considered to truly

26
know the language. For instance, when inquiring about language skills, one would ask, "Do
you speak English?" rather than "Do you write English?" Given the status of English as a
universal language and a lingua franca, many departments and offices seek individuals with
excellent English speaking skills to facilitate seamless communication. Being a proficient
speaker not only distinguishes you from others but also positions you as a valuable asset
within your company, providing a competitive edge over your peers.

1.2.6.1. The Importance of Speaking Skills in Teaching EFL

In teaching speaking teachers have to play several roles, design and think about the
activities to encourage learners to speak and express themselves and achieve their goals, also
teachers think about how to create a comfortable environment and ask the students which
types of activities they prefer to use in their classroom as discussion, debate, role play… as
facilitators, instructors navigate students through speaking activities, drawing guidance from
Brown's foundational work on language learning and teaching (2007), providing clear
instructions and constructive feedback.

Embodying the motivational role, teachers ignite engagement through enticing prompts
and relevant topics, aligning with the principles advocated by Harmer in "The Practice of
English Language Teaching" (2007). Functioning as designers, educators craft diverse
activities such as debates, discussions, role plays, and presentations, tailored to accommodate
various learning preferences.

Concurrently, they serve as environment creators, cultivating a comfortable and

inclusive atmosphere in line with Harmer's recommendations. By scrutinizing learners' needs,
instructors customize activities, ensuring relevance and engagement, echoing insights from
Nation and Newton's work on teaching ESL/EFL Listening and Speaking (2009). Serving as
resource providers, educators integrate authentic materials like videos and articles, enriching
students' exposure to diverse language contexts. In assessing speaking proficiency through
rubrics and peer evaluations, instructors, guided by these seminal works, furnish specific
feedback for continuous improvement.

1.2.6.2. The Importance of Speaking Skills in Learning EFL

The significance of speaking skills has been crucial throughout the history of learning
foreign languages (Nazara, 2011). Recently, speaking skills have gained higher prominence
due to various reasons, particularly as it has evolved into the language of international

27
communication. Proficiency in speaking holds the promise of a bright future for individuals
with excellent command over this skill, opening up job opportunities in foreign countries
where effective communication is highly valued. Richards and Renandya (2002) assert that
the majority of non-native learners prioritize learning English to attain proficiency in
speaking skills.

Given the importance of English in the current scenario, there is a pressing need to
introduce effective learning materials and employ the best teaching techniques, activities, and
strategies to enhance the speaking skills of English as a Foreign Language (EFL) learners.
Creating an environment conducive to the development of speaking skills is essential to meet
this demand. Despite several studies aiming to improve the speaking skills of EFL learners,
challenges persist, with many finding it daunting to communicate effectively in English.
Hinkel (2011) argues that gaining command over speaking skills is a challenging task,
highlighting the need for significant research from the perspective of students, and for
teachers to be aware of the skill's importance and provide proper guidance to learners.
English, as an international language, is pursued by all EFL learners, and they strive to
acquire knowledge in all four basic language skills: listening, speaking, reading, and writing.
As depicted in Figure 4, these skills are integral to obtaining proficiency in English.

Fig.4: Four skills to acquire the knowledge of English Language

28
Conclusion

This chapter aims to explore the symbiotic relationship between podcasts and speaking
skills, elucidating the profound synergy that emerges when these two domains intersect.
Podcasts serve as versatile platforms for knowledge dissemination and intellectual
engagement while speaking proficiency is crucial for effective communication. By examining
the convergence of these elements, we seek to unveil the transformative potential inherent in
leveraging podcasts to enhance speaking skills, thereby fostering holistic development and
communicative skills.

Chapter Two: Data Description

29
Introduction

The current chapter aims to describe and discuss the results accumulated from the
questionnaires and the interviews. The former was dedicated to students observing the
speaking challenges of the learners and their interest in integrating podcasts to enhance their
speaking and learning. The latter was devoted to the teacher, which generally seeks to
investigate their interest and familiarity with the use of technology in teaching, precisely
podcasts. The eminent characteristic of this part is to show how podcasts may affect EFL
teaching and learning.

2.1. Research Participants

2.1.1. Learner’ Profile

The participants of this study were third-year EFL students. They study in the Department
of English at Batna 2 University. They were enrolled during the academic year 2021-2023.
The seventy (70) students in this research investigation range between 20 and 26 years old,
…… female and …males.

2.1.2 Teacher’ Profile

Three teachers of oral expression (03) females at the English Department of Batna 2
University were participants in this study. They all hold either the degree of ‘Magister’ or
‘Doctorate’. These teachers are specialized in different fields: linguistics and didactics. Their

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experience in teaching English spans between 6 to 10 years and they teach the three different
levels of ‘license’.

2.1.3. Setting

Location:

The research takes place in educational environments, including universities, and language
institutes, to ensure a comprehensive understanding of the impact of podcasts on speaking
skills across different contexts.

Participants:

EFL students, comprising a diverse sample across proficiency levels, are recruited for the
study. The participants are selected based on rigorous criteria to ensure representation across
age groups, genders, and cultural backgrounds, thus providing insights into the effectiveness
of podcasts for a wide range of learners.

Duration:

The research is conducted over a limited period, typically ranging from one academic
semester. This timeframe allows for thorough data collection, analysis, and the observation of
long-term effects, providing robust evidence of the sustained impact of podcasts on speaking
proficiency.

Methodology:

A research design is a set of methods and procedures used in collecting and analyzing
measures of the variables specified in the problem research. This research deals with third-
year LMD students at the Department of English, it collects qualitative and quantitative data
from different sources relying on a set of research instruments questionnaires for learners,
and interviews for teachers, to collect data and gain information about the research project

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Ethical Considerations:

Ethical principles are rigorously upheld throughout the research process. Informed
consent is obtained from all participants, and their privacy and confidentiality are strictly
maintained. The research protocol adheres to ethical guidelines for research involving human
subjects, ensuring the well-being and rights of all participants.

Data Analysis:

Quantitative and qualitative data collected from pre- and post-tests are analyzed using
advanced statistical methods to ascertain the impact of podcasts on speaking proficiency. The
findings are meticulously interpreted, with a focus on identifying statistically significant
improvements in speaking skills.

2.2. Description of Research Methods

2.2.1. Data Gathering Tools

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2.3. Data Analysis

Introduction

The present research is about investigating students' and teachers' attitudes about the use
of podcasts to enhance speaking skills, since podcasts and learners are the main variables and
their opinions are very important to determine our study, our aim in conducting this study is
to confirm if our hypothesis that is mentioned at the beginning is true or false, the most
appropriate tool to investigate that is through addressing a questionnaire to learners, and a
survey for teachers. the student questionnaire aims s to know the attitude of students using
podcasts and understand how students perceive speaking skills. The teachers‟ survey is
intended to investigate teachers‟ opinions about the use of podcasts in their classroom and
their importance in developing speaking skills. The results are represented and interpreted in
tables and graphs. The questionnaire is analyzed by expressing the responses by percentages
and representing them under tables.

2.3.1. Students’ Questionnaire Analysis

Demographic information of third-year students

1- Age:

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