MINISTRY OF EDUCATION AND SCIENCE

OF THE REPUBLIC OF KAZAKHSTAN

M.Kozybayev North Kazakhstan University
Institute of Language and Literature
Department of Germanic and Romance Philology

INTERNET PODCASTS AND VIDEO CASTS FOR THE DEVELOPMENT OF SPEAKING AND LISTENING
SKILLS IN SENIOR SCHOOL

6B01701.FL-17.

AUTHOR S.D. Abdullaeva

SUPERVISOR A.V. Starkova

Republic of Kazakhstan
Petropavlovsk, 2021
2

The relevance of the thesis:

The relevance of this work is due to the
expansion of the possibilities of using Internet
technologies. As well as the use of podcasts
and video casts as a means of teaching
English. The use of such tools helps to develop
students’ speaking and listening skills.
3

Research object:
- the process of developing the speaking
and listening skills of students at the
senior level of general secondary
education.
Subject of the research:
- an algorithm for developing students’
speaking and listening skills through
educational podcasts and video casts.
4 Aim:
The aim of the research is to develop a set of
exercises using podcasts and video casts in
teaching listening and speaking in a foreign
language.
Research objectives are as follows:
1) to analyze the scientific and methodological literature on this
problem;
2) to define the concept of “podcasts and video casts”;
3) to study  the algorithm for using podcasts and video casts during
the lesson ;
4) to analyze the English textbook: analyze tasks based on podcasts;
5) to develop a set of exercises to develop listening and speaking
skills.
5

Objective 1

The works of such scientists and teachers were

used as scientific and methodological literature:
A.B. Zhamukhanova, K.E. Ibragimova, P.V.
Sysoev, E.N. Solovyova, T. Vaughan, L.J.
Williams.
6
Objective 2
• According to the Macmillan dictionary [25, p.
325], a podcast is a multimedia file that can be
downloaded from the Internet and listened to on
audio and video players.

• E. Y. Malushko gives the following definition to a

podcast: “A podcast is a sound or video file that is
distributed free of charge via the Internet for mass
listening or viewing” [13, p. 148].
7
Objective 3
Algorithm for developing students’ speaking and listening skills through
educational podcasts
The teacher explains to students the
Preparation purpose and objectives of creating a
Installation podcast, introduces them to the
and work planning criteria for evaluating their
participation in educational activities.
Procedural Depending on the goal and objectives,
Selecting a topic and students create texts of a descriptive,
creating a podcast text argumentative, contrast-comparative
nature.
Students evaluate the extent to which
Assessment they were able to reveal the essence
Self-assessment and of the problem, the difficulties in
teacher’s assessment creating a podcast. The teacher
evaluates the work of students
according to pre-developed criteria.
Figure 1 – Steps of creating a podcast (P.V.
8
Objective 4
Analysis of the textbook
Aspect for Kazakhstan
Grade 11 (Grammar
Schools) Student’s book

Textbook in English by
Christina Latham-Koenig,
Clive Oxenden “English
File”
9

Objective 5
Students believe that
podcasts develop
Students have ideas motivation to learn
about podcasts English
24% 22%

Students prefer to create

podcasts as a team
10%
Students can create
podcasts
16%
Students prefer to create
Students use ready- Students are able to podcasts individually
made podcasts 15%
comment on
9% podcasts
4%

Students believe that podcasts develop motivation to learn English

Students prefer to create podcasts as a team
Students prefer to create podcasts individually
Students are able to comment on podcasts
Students use ready-made podcasts
Students can create podcasts
Students have ideas about podcasts

Figure 2 – The role of podcasts in the development of motivation to learn a foreign language
10

The initial stage of the experiment

4.5
4

3.5
3

2.5
2

1.5
1

0.5

0
Excellent Good Fair Poor

Control group Experimental group

Figure 3 – The level of listening and speaking skills of students

11
The formative stage of the experiment
Pre-listening stage

1. TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):
a. Apple Computer has declared “Podcast” as the word of the year. T/F
b. The term was coined by combining “iPod” and “podcast”. T/F
c. Apple was the main developer of podcasting technology. T/F
d. Podcasting is becoming increasingly ubiquitous. T/F
e. A dictionary editor said choosing 2005’s word of the year was easy. T/F
f. What makes a word Word of the Year material evokes strong opinions. T/F
g. People offered bribes to the Oxford English Dictionary editor-in-chief. T/F
h. “Sudoku” is a Japanese logic-based word puzzle. T/F

2. SYNONYM MATCH: Match the following synonyms from the article:

a. coined grease one’s palm
b. amalgamation ever-present
c. misnomer created
d. ubiquitous wordsmith
e. phenomenon combination
f. seasoned disgust
g. lexicographer misleading name
h. bribe veteran
i. emanating sensation
j. revulsion arising
 12 The formative stage of the experiment
3. PHRASE MATCH: Match the following phrases from the article (sometimes more than one combination is
possible):

a. A digital recording of a radio of a misnomer

b. The term was coined by thorough revulsion
c. the amalgamation is something up with the rest of the iPod phenomenon
d. …becoming ubiquitous lexicographer
e. The word has finally caught Word of the Year material
f. a seasoned in broadcasting and online
g. the unenviable and near broadcast or similar program
h. what makes a word emanating from wild fowl
i. a fatal virus impossible task
j. to cause immediate and combining “iPod” and “broadcast”

While-listening
4. GAP FILL: Put the words in the column on the right into the gaps in the text.
• coined cool
phenomenon seasoned
declared bribe
originally journals
made thorough
misnomer unenviable
ubiquitous material
caught logic
13
The formative stage of the experiment
The editors of the New Oxford American Dictionary have ________ “podcast” as the Word of the Year for 2005. It
now officially has the definition: “A digital recording of a radio broadcast or similar program, ________ available
on the Internet for downloading to a personal audio player.” The term was ________ by combining “iPod” and
“broadcast”. However, the amalgamation is something of a ________ as Apple Computers, which makes the iPod,
________ had little to do with podcasting technology. Podcasts can, in fact, be listened to on any maker of digital
audio player and are becoming ________ in broadcasting and online. Erin McKean, the dictionary’s editor-in-
chief, said: “The word has finally ________ up with the rest of the iPod ____________.” McKean, a ________
lexicographer, has the ________ and near impossible task of choosing the word of the year. She said: “It is
incredibly difficult. Not just because of the enormous amount of data. We look at everything from blogs to
technical ________ to suggestions sent to [our website].…Everyone has such strong opinions about what makes a
word Word of the Year ________. You’d be amazed at how hard our editors campaign for their favorites. I’m
surprised nobody tried to ________ me - except that the only thing I really want is more ________ new words.”
Runners-up for the 2005 Word of the Year include “bird flu” (a fatal virus emanating from wild fowl), “sudoku” (a
Japanese ________ -based numerical puzzle) and “squick” (to cause immediate and ________ revulsion).
Post-listening
Discussion
5. STUDENT A’s QUESTIONS (Do not show these to student B)
1) Did the headline make you want to read the article?
2) What do you think of having a word of the year?
3) What would be word of the year in your language?
4) How interested are you in English vocabulary and your own language’s vocabulary?
5) What do you think of the word “podcast”?
6) Do you like spending a long time looking at dictionaries?
7) Do you ever coin your own words – either in English or your own language?
8) Do you think it is unfair that Apple is strongly linked to podcasting even though it didn’t originate the
technology?
14
The formative stage of the experiment
9) Do you ever worry that you can’t keep up to date with new words?
10) Do you download and listen to podcasts?

STUDENT B’s QUESTIONS (Do not show these to student A)

1) Did you like reading this article?
2) What do you think about what you read?
3) Do you have strong opinions about words?
4) What do you think makes a word Word of the Year material?
5) What do you think of the idea of podcasts?
6) Would you like to make your own podcasts and put them online for the whole world
to hear?
7) What do you think of the new word “squick”?
8) What “cool” words or slang do you use in your language, which perhaps are not in
the dictionary?
9) What do you think is the word of the century?
10) Did you like this discussion?
15

The control stage of the experiment

6

1 1

0 0

0
Excellent Good Fair Poor

Control group Experimental group

Figure 4 – The level of listening and speaking skills of students

16
Conclusion
With the use of Internet technologies, learning
becomes interactive, the importance of independent
work of students increases, the intensity of the
educational process increases significantly, and so on.
Podcast technology significantly expands the
possibilities for developing students' listening and
speaking skills.
Thus, the new information technology "podcasting" has
great potential both in the field of education in general
and for teaching English as a foreign language, in
particular.
 MINISTRY OF EDUCATION AND SCIENCE
OF THE REPUBLIC OF KAZAKHSTAN
M.Kozybayev North Kazakhstan University
Institute of Language and Literature
Department of Germanic and Romance Philology

INTERNET PODCASTS AND VIDEOCASTS FOR THE DEVELOPMENT OF SPEAKING AND LISTENING
SKILLS IN SENIOR SCHOOL

6B01701.FL-17.

AUTHOR S.D. Abdullaeva

SUPERVISOR A.V. Starkova

Republic of Kazakhstan
Petropavlovsk, 2021