PODCASTS IN EFL: THE VIEWS OF PRE-SERVICE TEACHERS
DOI:
https://doi.org/10.46827/ejel.v8i3.4902Keywords:
English as a foreign language, language skills, mobile learning, podcast, pre-service teachersAbstract
Podcasts are popular among listeners of all ages. In addition to being educational and entertaining, they are a source of authentic language, featuring a diverse range of speakers, which makes them highly effective in language teaching. The advantages of using podcasts in FL teaching and learning have been documented across different language domains. Additionally, the use of podcasts can have a positive impact on learners' emotional traits such as motivation, self-confidence, and attitudes. It also serves as a foundation for independent and lifelong learning. Therefore, it is crucial to thoroughly investigate and assess podcasts from the perspective of language teachers to maximize their potential as teaching resources. To achieve this, pre-service teachers are observed as both language learners and language teachers, evaluating podcasts as potential teaching materials in English as a Foreign Language (EFL). The first section of this paper provides an overview of research involving podcasts and their impact on foreign language learners’ listening and speaking skills, lexical development, and intercultural communicative competence. The primary objective of this paper is to investigate the views and attitudes of pre-service English teachers regarding the implementation of podcasts in EFL, which are presented in the second part. The findings revealed that pre-service teachers are extensively exposed to podcasts in their private time, particularly in English. The majority of participants self-reported certain language improvements that could be attributed to podcast consumption. All participants shared a positive attitude toward using podcasts in their future teaching of EFL from the standpoint of language teachers, granting some boundaries when considering the ages and grade levels of EFL students. Potential differences between senior and junior pre-service teachers, as well as correlations between the included variables, are examined and discussed with respect to their exposure to teaching methodology courses and EFL teaching practice.
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