Topic: Technology and Innovation | Four learning frameworks students can use to make their own podcasts
Presenter: Enock Mbenza
Presentation details
The use of podcasts in English language teaching has been beneficial in helping students improve their language proficiency. Podcasts are a great resource to improve both students listening and speaking skills (O’Bryan and Hegelheimer 2007; Hasan and Hoon 2013; Alfa 2020; Sabrila and Apoko 2022; Gunawan et al. 2023); other language areas of grammar, pronunciation, and vocabulary (Chan et al. 2011); and motivation (Ramirez 2024). Also, they can be easily implemented with other activities that integrate all four skills of language.
Although research in ELT supports the idea of letting students come up with their own learning materials (Oman 2015), few of them have provided structured models to help students produce their own podcasts. Thus, this conference presents four frameworks that students can use to make their own podcasts. The four frameworks include debate, discussion, solo, and meta-analytic podcasts. By using these frameworks, students will not only use the language in an authentic context, but they will also develop many of the essential 21st century skills such as critical thinking, problem solving, creativity, autonomy, and reflection.
The presenter will start by discussing the benefits of student podcasting in English language teaching. Then, different types of podcasts (debate, discussion, monologue, educational, meta-analytic) will be explained through the illustrations of five templates to guide learners into making their own podcast shows. The activities will include the way to start a podcast and various phases to consider and the types of questions to ask for 21st century skills. Next, the presenter will talk about some potential challenges related to podcasting and suggest solutions. The last point of the conference will deal with the assessment of student podcasting through rubrics.
About the presenter
Enock Mbenza teaches at the Institut Supérieur des Techniques Médicales de Kisantu (ISTM/Kisantu) and the Congo American Language Institute (CALI), Democratic Republic of the Congo. He received a bachelor’s degree in ELT from Institut Supérieur Pédagogique de Mbanza-Ngungu (ISP/Mbanza-Ngungu).
His research interests include English for Specific Purposes syllabus and materials design, 21st century skills in classroom activities as well as English language teaching in large classes.