Integrating podcasts in the EFL classroom. A case study in 1º E.S.O.

  • Jesús Escobar Sevilla Universidad de Almería
Keywords: podcasting, integration, EFL, qualitative research, secondary education

Abstract

This paper aims to report a podcasting study case while interrogating how useful it can be in the makings of an EFL classroom with positive learning outcomes. It is applied research in 1º E.S.O that operates on the main working hypothesis that there is a significant positive correlation between the use of podcasting and student’s engagement. Likewise, it seeks to preclude the notion that podcasts are a cure-all practice to undesirable learning outcomes. I shall draw from two sources of data to identify this possible correlation. First, an initial recollection of student’s attitudes through qualitative data, namely, questionnaires on two bilingual and a non-bilingual group of 1º E.S.O to comprehensively illustrate the state of the subject. Second, a final teacher’s assessment of the process-performance tasks to ponder grades as quantitative data helpful to uphold the avowed success. Within the field of social constructivism, this case is undergirded by previous literature recommendations on how to use podcasts, which the best integration scenarios are and some pedagogical considerations concerning information processing and how to enhance students’ output in the English as a Foreign Language (EFL) classroom.

Downloads

Download data is not yet available.

Author Biography

Jesús Escobar Sevilla, Universidad de Almería
Ph.D. Student of English Studies in Universidad de Almería.
View citations

Article download

Crossmark

Metrics

Published
2018-11-13
How to Cite
Escobar Sevilla J. (2018). Integrating podcasts in the EFL classroom. A case study in 1º E.S.O. Complutense Journal of English Studies, 26, 193-217. https://doi.org/10.5209/CJES.58382
Section
Articles