IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Student-Produced Podcasts in Language Learning – Exploring Student
Perceptions of Podcast Activities

Birgit Phillips, University of Applied Sciences Burgenland, Austria

157

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Abstract
Podcasts are a useful tool for developing speaking skills in language acquisition settings,
particularly within the context of the emerging Mobile Assisted Language Learning (MALL).
While much research has emphasized the effectiveness of teacher-produced podcasts, thisstudy seeks to address the gap in knowledge on student-generated podcasts in language
learning. In addition to highlighting some of the main pedagogical considerations of using
podcasts in language learning, this paper explores students’ perceptions of podcasts as alearning tool. To this end, this study describes the results of two surveys which wereconducted with two different student cohorts over the course of two years. The surveys
explored the students’ levels of acceptance and enjoyment of activities in which they had to
produce their own podcasts, as well as the perceived learning benefits. The discussion section
describes a range of positive learning outcomes and highlights the pedagogical implicationsof using podcasts in class. The paper concludes with some practical suggestions for theeffective use of student-generated podcast activities in the language classroom.
Keywords: podcasts; language learning; collaborative learning; digital storytelling; learningtechnology; MALL.

158

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Introduction
Multimodal instructional formats involving the Internet and mobile devices (e.g. smart
phones, iPads, tables, laptops) have altered traditional classroom formats not only in terms ofspace and time but also in terms of the variety of learning opportunities. This is all the more
important because in the digital age learners are no longer passive consumers of information
but rather now have countless opportunities to actively produce content and share it withothers. The learning opportunities that have emerged in the digital era include multimodal
approaches and tools for teaching and learning that put the focus on the learners and alter
traditional concepts of teaching and learning.
The use of podcasts inside and outside of the classroom is one such innovative tool that has
garnered increased interest in the field of tertiary level language learning. A podcast is adigital audio (or video) file that is created and then uploaded to an online platform to sharewith others. Since it can be downloaded to play on any computer or portable device, it is alsopart of the paradigm of Mobile Assisted Language Learning (MALL). The use of mobile
devices affords learners the opportunity to learn anytime and anywhere, alone or with others,
and “has the potential to assist learners at the exact point of need and in ways that arecongruent with learners’ increasingly mobile, always-connected lifestyles” (Shield &Kukulska-Hulme, 2008, p. 249). The use of podcasts in tertiary education is considered topromote motivation and engagement, cognition and learning, learner autonomy andinnovative opportunities for teaching and presenting (Salmon & Nie, 2008). Podcasts are aform of personalized learning that can be tailored to learners’ individual needs and extend
learning beyond the classroom.
However, while much research has been done to examine the effectiveness of teacherproduced podcasts, for example to transmit (preparatory or supplementary) learning materials
or give audio feedback to students (e.g. France & Ribchester, 2008; Lonn & Teasley, 2009),
there is a significant gap in research examining the learning benefits of student-produced
podcasts (Forbes, 2015; Lazzari, 2009; Rothwell, 2008; Salmon & Edirisingha, 2008). Thus,
the present study explores opportunities for creating – rather than consuming – podcasts andexamines the perceived benefits and challenges of student-generated podcasts in language
learning.
Literature Review
Audio podcasts have long been used in language learning as a unidirectional teacher-tostudents mode of transmitting information and course content, for example by recording
lectures, providing preparatory material for the next lesson, or giving audio feedback (France& Ribchester, 2008; O’Bryan & Hegelheimer, 2007). Similarly, audio recordings have long
been used in language learning to foster authentic listening practice and to supplement
textbooks and other teaching materials. Rosell-Aguilar (2007), for example, found that
podcasts provide language learners with a wide variety of real-world situations that give themplenty of opportunity to study sentence structure and vocabulary. However, the idea ofstudent-created podcasts has only been gaining traction in recent years, as educators havestarted to see the vast potential it offers. Producing podcasts requires students to master anumber of skills, including researching and analyzing information, creating an outline,
drafting and editing a script, and repeated rehearsals to practice pronunciation and fluency(Phillips, 2015). In addition to these useful skills, student-produced podcast assignments offer
several additional benefits, which are outlined in the following sections.

159

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Motivation and Confidence
Motivation is essential for any kind of learning and necessary before any learner is willing toinvest time and energy into the learning process (Fleenor & Hodhod, 2016). This is certainly
true for learning a foreign language, which can be quite frustrating at times, in particular as
proficiency increases. This phenomenon can be equated with the economic concept ofdiminishing returns: Beginning learners can reach a basic level of communication ability
within a relatively short period. However, as language ability advances, learners commonly
feel that their rate of improvement decreases significantly, which can lead to increased
frustration. In the case of Austrian tertiary education institutions, English as a Second
Language (ESL) courses start at the intermediate and upper-intermediate level, and many
English learners have already reached the level at which they begin to become frustrated bytheir perceived slow progress. Emerging multi-media-based applications such as podcasting
offer opportunities for innovative, learner-centered educational activities that can foster
learner motivation and tailor learning to student needs.
Since podcasting is still fairly new in higher education and many students have not been
exposed to it, learning a new educational tool such as podcasting can lead to increased
student motivation and enhance the learning experience (see for example Dale & Povey,
2009; Lonn & Teasley, 2009). Novel experiences are also memorable and may enhance
student curiosity about the task and provide a welcome break from text-based learning.
Several researchers (Kemp, Mellor Kotter & Oosthoek, 2011; Nie, Cashmore & Cane, 2008;
Prensky, 2009) have pointed to the novelty factor of experiential learning as a main stimulus
for learning. A number of researchers have also found that the use of podcasts in education
can increase intrinsic motivation (Asoodar, Marandi, Vaezi & Desmet, 2014; Dale & Povey,
2009; McMinn, 2008; O’Bryan et al., 2007; Royer 2009). In contrast to extrinsic motivation,
which relies on good grades as a reward, intrinsic motivation is achieved when tasks areinteresting and challenging, (O’Bryan et al., 2007).
In addition to the novelty factor, students may also feel a greater sense of ownership whencreating their own podcasts. Students who are actively engaged in the creation of knowledge
by making authentic and creative use of the target language may feel a sense of pride andpurpose. For example, in their study on whether audio recordings assist language learning,
Hsu, Wang & Comac (2008) found that the majority of students felt a greater sense ofownership and control of their learning compared to traditional pencil-and paper work. Also,
knowing that they can reach a large audience with their podcast can be a highly motivating
factor for many students. When students are challenged to share their podcasts with others,
they may put more effort and attention to detail into them because they know that people
other than their teacher will hear the results (McMinn, 2008). At the same time, the fact that
their “production” is recorded makes it more permanent and makes the students moreaccountable for the work they produce, which helps provide enough incentive to produce
meaningful results.
Finally, less confident students or those who are reluctant to use English in class have ample
time to prepare their podcast at their own pace. Anxiety, which is all too common in real-time
interaction in a foreign language, can then be reduced, and student confidence can beboosted, which ultimately enhances the overall learning experience. Thus, Hsu et al. (2008)
found that over 80% of the students who participated in the study believed that creating audio
recordings is an effective language learning tool that increased their confidence in theirEnglish speaking skills.

160

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Collaborative Learning
Podcasting can be a very powerful tool to increase class interaction and foster collaborative
learning by developing the skills needed to work towards a shared goal. Thus, Stoltenkamp,
Mapuva, Khumalo, & Kies (2011) assert that the majority of the nursing students in theirstudy indicated a positive correlation between podcasting and enhanced group work. In
particular, students pointed out that collaborating with peers on the podcast assignment led tobetter reflection and understanding of their work. Similarly, in their pilot study about studentproduced podcasts on the ethical issues of modern genetics, Nie et al. (2008) reported that
medical students viewed group-based podcasting assignments as helpful for sharing opinions
and looking at the topic from different perspectives, thereby enhancing reflective skills. This
is in line with Salmon and Nie (2008) who contend that student-generated podcasts“encourage students to reflect on their own learning, improve their performance duringcontent creation as well as reconsider and modify their ideas” (p.9). In addition to the
cognitive benefits of broadening their knowledge of the topic and perspective taking, students
highlighted the benefit of team-working and community-building skills (e.g. time
management and task allocation), which were enhanced by the group podcast assignment.
Language Production Skills
One of the key issues in language learning is the difference between receptive and productive
language skills. Second-language learners (L2) tend to have higher receptive skills, whereas
productive language skills take much longer to acquire. Unfortunately, factors such as limitedclass time and large group size are often detrimental to fostering language production skills inclass. However, in a technology-enhanced, learner-centered environment, opportunities for
self-paced independent learning can be provided in order to compensate for these traditional
limitations.
In this context, it is important to keep in mind that self-paced independent or autonomous
learning requires students to develop self-awareness of their own learning styles andstrategies. However, this awareness is often assumed rather than taught in tertiary education.
Podcasts can strengthen learners’ reflective processes by compelling them to define, plan andmonitor their thinking and learning during the production process (McLoughlin, Lee, &Chan, 2006).
The deliberate, multi-stage process of producing a podcast also helps students develop
awareness of key aspects of the target language that they often overlook. When speaking,students generally have difficulty hearing their own pronunciation errors and prosody
mistakes. Paralanguage, such as stuttering, pausing, pitch, pace and power changes of thevoice, makes communication authentic and natural, and students have to be aware of different
intonation systems in a foreign language. When recording a podcast, students have to practiceand rehearse the script several times in order to sound fluent and authentic. While this may berepetitive for students, repetition and practice in language learning is key for pronunciationand fluency (Sze 2006; Hsu et al. 2008). Such active use of language is key to fostering
language awareness. Huang and Hung (2010) found that the asynchronous nature of audio
recordings enabled students to focus on their weaknesses and gave them time to iron out
problems, which ultimately resulted in superior results. Furthermore, listening to their own
recordings helps learners identify language errors, particularly in pronunciation and grammar,
and fosters self-improvement. Additionally, comparing their own work to the work of others
can give students a valuable perspective on their own abilities and inspire them to try new161

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

things (Armstrong, Tucker, Massad, 2009; Ashton-Hay & Brookes, 2011; Stanley 2006; SZE2006). Similar results were found by Sun (2009), who reported student-perceived
improvement in fluency due to an increased willingness to take risks with the target language.
Transferable Skills
The process of creating a podcast can also help students develop transferable skills that areconsidered desirable in the modern-day professional world. For example, Middleton (2009)
found that student-generated podcasts enhanced student creativity in their academic work,
and Armstrong et al. (2009) found that the team-based podcast project proved to be “acreative outlet for students to express ideas, share perceptions and bring experts to theclassroom” (p. 88). Similarly, Lee McLoughlin & Chan (2008) found that creating podcasts
helped students grasp academic concepts more effectively, and Dale (2007) stressed thebenefits of student-produced podcasts in developing creative and critical thinking, as well as
problem-solving skills. This was confirmed by Kemp et al. (2011), who found that podcasting
assignments afforded students opportunities for creativity when writing the audio script,
devising techniques to capture the audience and using non-scientific language to describe
scientific methods or concepts.
Other researchers have emphasized the enhanced digital literacy skills acquired when
producing podcasts, which are essential in the modern knowledge society. Some researchers
have argued that educators must adapt their teaching styles to meet the needs of thegeneration of digital natives and to communicate in the language of their students (e.g. Morris& Chikwa, 2014; Prensky, 2001). Today’s students, most of whom were born after 1990, areoften characterized as digital natives who “think and process information fundamentallydifferently” (Prensky, 2001, p. 1). They differ from “digital immigrants” (i.e. the previous
generation) in that they grew up with digital technologies and can therefore move smoothly
between online and offline spaces. Podcasts can help this new generation of students refine
their digital skills. For example, Forbes, Khoo, & Johnson (2012) found that studentproduced podcasting contributed to student confidence and the development of digital
literacy, and Kemp et al. (2011) found that students developed competence in modern Webbased technology. Of course, they also pointed out that the perceived improvement in skills
and technical aspects of audio production was much lower the second time around, which is
not surprising considering that the technology can be mastered relatively simply the first timearound.
Methodology
The primary purpose of the study was to explore student perceptions of the educational valueof podcast producing activities. The study was conducted as part of the interdisciplinary
course “English for Health Professionals”, a mandatory course in the first semester of thethree healthcare-related Bachelor Programs Health Management and Health Promotion,
Physiotherapy and Nursing Studies. Although the course is mandatory, English is not a core
subject, which affects the level of motivation for some students (as discussed below). The
course is designed in a blended learning format and focuses on human health and lifestyle,nutrition-related diseases (e.g. diabetes, hypertension) and disease prevention. The students
use the Moodle platform to communicate and exchange information with the instructor andtheir peers and to perform assigned tasks both autonomously and collaboratively. In thecourse discussed here, students were assigned two different podcast assignments, both ofwhich were mandatory, but not graded.

162

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

The Podcast Assignments
Podcast Competition
Students produced a five-minute podcast in a group of at least three people on a topic
pertaining to nutrition-related diseases or lifestyle choices. The formats, which the students
could determine themselves, included expert interviews, panel discussions, productadvertisements, personal anecdotes, etc. The podcasts were uploaded to the Moodle course
management system, where they were made available to other students and faculty. To
increase motivation, encourage creativity and give them a better understanding of their own
abilities, the students were required to listen to all of the podcasts from their respective course
and then vote for their favorite three. The course winners then entered a final round in which
the entire faculty of the Health Department and the students voted to determine the final
winner (Phillips, 2015).
Digital Storytelling
The second podcast assignment was completed individually and was designed to enhance thestudents’ metacognitive skills and self-reflection by empowering them to share and articulate
their thoughts. This podcast was an exercise in digital storytelling. Digital storytelling
involves using computer-mediated tools to tell stories and provides rich opportunities for selfreflection that are difficult to accomplish through written assignments (Matthews-Denatale,2008). Self-reflection can take place because students are not put on the spot and can think
about what they want to say before recording it or even go back, delete, edit and re-record it.
In her book Digital Storytelling – Tips and Resources, Gail Matthews-Denatale (2008)
explains that telling a story and learning are inextricably linked because telling a story is also
a process of meaning-making, and educators who integrate opportunities for storytelling into
their courses foster participant learning. She goes on to explain that “through storytelling,
students are asked to reflect on what they know, to examine their (often unquestioned)
assumptions, and – through a cyclical process of revision– to record their “cognitive
development process” (Matthews-Denatale, 2008, p. 2).
In the present case, students were asked to reflect on why they chose their particular career
path (i.e. nursing, physiotherapy, or health management & health promotion) and then create
a podcast in which they talked about the past experiences that led them to enroll in theirdegree program, their current feelings about their studies, and their expectations for the
future. The podcasts, which ranged from 3 to 10 minutes in length, were uploaded to the
Moodle platform, and the students were then asked to listen to at least two of their peers’
podcasts and provide personal feedback in a Moodle discussion forum.
Data Collection
In order to gauge student perceptions of the educational value of these podcast producing
activities, an anonymous online survey using the EvaSys software was administered to two
different student cohorts, namely the students in the aforementioned class in fall 2014 and fall2015. Of the 79 students surveyed in total, 83.5% were female and 16.5% male, and the
majority (77.2%) were between 18 and 22 years old. Both cohorts were very similar in thatthe student population is quite homogenous (i.e. mostly Austrian Native-German speakers),
while their linguistic abilities ranged from intermediate to upper-intermediate (B1 to B2) due
to their different educational backgrounds.

163

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

In terms of content, the first part of the survey included general questions on demographics(age, gender), general technology use (e.g. hours/day spent online, social networking
accounts, perceived confidence with new technology), and experience with internet resources
for language learning, blended learning and Content Management Systems. The second partof the survey focused on the level of acceptance and enjoyment of podcast production
activities (e.g. ease of use of new technology, time-management, collaborative vs. individual
podcast, oral confidence), as well as the perceived learning benefits (e.g. practicing new
vocabulary & listening comprehension, feedback, improvement of oral competence,
confidence, digital literacy). The survey gathered both quantitative and qualitative data andincluded open and closed questions. The open questions gave students the opportunity toarticulate their thoughts on the podcast activities more clearly. The answer format of theclosed questions included yes-no answer categories, matching categories and rating scales
using a four-level Likert scale from “strongly agree” (1) to “strongly disagree” (4). In the data
analysis, the categories one and two (strongly agree and agree) and three and four (disagreeand strongly disagree) were pooled.
In order to avoid selection bias and increase the reliability of the study, the survey was mademandatory and administered at the end of the semester as part of the final class in thecomputer lab. Thus, all students present on the last day of class completed the survey, and not
only those most likely to respond. In the first year the survey was administered, the response
rate was 98%, and in the second year it was 100%. In addition to the survey, face-to-face time
was used before and after the podcast assignments to address any issues or difficulties withthe use of this technology. Concepts and issues that arose during class discussion before theassignment were incorporated into the online survey. For example, when the task was
assigned, students expressed anxiety regarding the new technology or apprehension withregard to listening to their own voices. These concerns were then addressed in the survey.
Results and Discussion
The survey gathered information about the students’ perceived digital competence, theirattitudes towards and confidence with computers and digital technologies as well as theperceived learning benefits of producing podcasts. Of the 79 participants, almost all of them
(96.1%) had a social networking account, with the most popular networks being Facebook(93.7%) and Instagram (39.2). The vast majority of students (84.6%) also indicated that they
are very confident or confident when using digital technologies, and an overwhelming 98.7%
stated that they have a positive attitude towards new learning technologies.
Although Campbell asserted in 2005 that more and more students know how to use podcast
technology, none of the students in this study had ever created a podcast before, and many ofthem needed continuing guidance throughout the process. This novelty factor gave rise to
feelings of anxiety in most students due to the combination of unfamiliarity with thetechnology and the anxiety involved with speaking English. Their concerns were voiced inclass when the podcast task was first assigned, as well as in the open questions section of thesurvey administered after the course, which gave students the opportunity to explain theirgeneral perceptions of the podcast assignments:
When I first heard that we had to produce a podcast I was shocked and a bit
overwhelmed.
The task seemed too big to handle at the beginning.

164

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

This initial anxiety is consistent with the results of Kemp et al. (2011), who also foundinsecurity and anxiety in students who were asked to produce podcasts.
In addition to the students’ reported anxiety about the task, the majority of students (65.8%)
also found the production of podcasts time-consuming. This was confirmed in the openended section of the survey where some comments addressed mixed feelings about theassignments:
I like the podcasts but they were too time consuming and I spent a lot of time onthem.
I prefer traditional homework assignments to podcast-productions because I don't likethe group interviews; a benefit was our chosen topic and that we had much fun
producing it, although it took a lot of time.
In general, they are a good idea but they take a long time to produce and also
technical knowledge.
These findings echo those of other researchers who have found that students need significant
technical training and support (e.g. Lee & Tyan, 2008; Lonn & Teasley, 2009). In contrast,
Forbes (2015) found no issues with time management or the technical difficulty of producing
podcasts in her pilot study on student-generated podcasts involving teacher education
students. However, she noted that her students found the task challenging but worthwhile,
they received a fairly high-level of technical support, and “student teachers can certainly not
expect this level of technical support in their own schools and classrooms (p. 202). Crow(2009) found that students initially struggled with the time required to produce podcasts but
eventually became accustomed to the process for subsequent assignments. Similarly, in thepresent study, 90% of the students indicated that producing the second podcast was easierthan the first one, as confirmed by this statement:
I think this time was easier because I was alone and much faster because I knew how
to do it.
Thus, even the late adopters and technophobes among the students seemed to grow more
comfortable with the technology after only a single attempt.
Another notable factor that came up in class feedback sessions after the assignments was thatthe students did not like the sound of their recorded voice. In order to gauge the group’s
feelings about this issue, a question was added to the anonymous survey, and a remarkable
87.3% of the students indicated that they did not like the sound of their voice on a recording.
This result was echoed in the open-ended part of the survey in which students expressed theirreservations in comments such as:
I think it was a good idea but I hate my voice on the podcast.
I think it is pretty helpful but I don't like the sound of my voice so I don't necessarily
want to do it again.
My problem is that I am afraid to speak and don't like to hear my voice. I often don’tknow the right words so that I can express myself. This is why I didn't like the
podcast assignments.

165

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

This is not that surprising. When we speak, what we hear is a mix of what resonates in ourchest and throat and what comes out of our mouth. The recorded sound is different because it
is more isolated, and most people have not heard this recorded version of their own voice
enough to get used to it (Geoghegan & Klass, 2005). Presumably, the more often people hear
their own voice, the more they get used to it, and it would be interesting to see how people
would respond to this question after completing several podcast assignments over a longer
period of time.
In addition to increasing confidence with technology, the survey results suggest that theexperience of producing a podcast may also increase the confidence of students who are
reticent to speak English in class. On the survey, 81% of the respondents asserted that lessconfident students benefit from the podcast assignments, and 77.7% claimed that theassignments enhanced their speaking confidence. This was confirmed in the open-ended
section by statements such as:
At the beginning I didn't want to do a podcast because I don't like to listen to my own
voice, but now I can say that it helped me overcome my fear of speaking. I also
learned to use some of the new vocabulary.
I really liked the podcast activities because it was different and totally new to me. I
see a lot of benefits since you have to speak in a foreign language, which we didn't
really practice in school. Furthermore, it increases your confidence in speaking
English to some extent.
This finding is in line with the results of Hsu et al. (2008), whose study participants also
expressed increased levels of confidence, and Kemp et al. (2011), who found that studentproduced podcasts enhanced the presentation skills of the geology students participating inthe study.
Beyond increasing student confidence in their English, the results also indicated that thestudents felt the podcast assignments enhanced their language skills. In fact, 84.4% of the
respondents asserted that the podcasting assignments helped improve their language skills,
and 87.4% found podcasting a useful tool for practicing and putting new vocabulary into
context. Some comments referred to enhanced speaking skills in general:I think it is a great opportunity to improve your skills in speaking. I see a lot of
benefits in producing a podcast.
It was an interesting experience and a good way to practice speaking skills because
we had to record it many times before it was perfect.
I could improve my English because I could hear my own mistakes.
It seems to me if I would produce podcasts more often I could really improve myEnglish.
Ultimately, despite their initial reluctance to engage with this new technology, at the end of
the semester 91.1% of the students strongly agreed or agreed that creating their own podcasts
was a valuable learning experience.
The survey also included an open-ended question that asked students to share their thoughts
about the benefits of producing a podcast alone vs. in a group. For those who preferred

166

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

working alone on the digital storytelling podcasting assignment the most common benefits
mentioned were the opportunity to share their personal stories and that working alone allows
for greater flexibility and time management:
I could talk about something that really happened - so it was just like telling a story
and therefore easier for me. Further, I could do it on my own, without meeting withcolleagues to discuss and write something down --- more flexible.
Other students saw a benefit in increased language proficiency due to a higher workload:
I prefer to do it alone because it encouraged me to work on my pronunciation.
I think I learned more from the podcast we produced alone because it was harder. We
had to produce the whole text, which we were going to record, by ourselves and so we
had to spend more time thinking about sentence structure, searching for new words(and learn them) and think about the right grammar.
For those who preferred the group podcast, many commented that the task helped develop
their collaborative, interpersonal learning skills and that they simply enjoyed the opportunity
to work with their peers:
It was more fun to produce it together because there are more ideas and we had somevery funny scenes when we recorded the podcast. (We are still listening to our failed
recordings).
In addition, several students appreciated the opportunity for group members to assist andcorrect each other:
I liked the group podcast because we got a lot of input from the other students andhelped each other with the language. We also learned to speak clearly.
Conclusion and Recommendations
Student podcasting assignments show great promise for fostering language production skills
due to the high-level cognitive processes involved in producing podcasts. Podcasting supports
multimodal ways of teaching and learning and encourages students to produce authentic
language outside of the classroom. In addition, podcasting can be a powerful tool to develop
desirable digital storytelling skills (Matthews-Denatale, 2008; Armstrong et al., 2009) and avaluable outlet for students to express thoughts and ideas, share viewpoints and perspectives
and produce authentic language (Nie et al., 2008; Ng’ambi, 2008; Salmon & Nie, 2008).
Overall, the participants in the present study ultimately saw the student-produced podcasts as
an effective learning tool. The self-reported learning benefits include increased language
confidence, fluency and vocabulary acquisition. The present findings also show that
podcasting activities are suitable for less confident students, who tend to be quiet in class,because it affords them the opportunity to work at their own speed without the stress of realtime interaction.
Despite the high potential, it is important to acknowledge that incorporating new technologies
can be challenging for teacher and student alike. Instructors need to be well-versed in thetechnologies in order to provide adequate guidance in the use of new technologies and evoke
student engagement. To this end, instructors need to be competent and pro-active learners

167

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

themselves, and develop awareness for different Web 2.0 learning tools (Forbes et al., 2009;
Stewart & Doolan, 2009). However, many lecturers are reluctant or lack the skills or
readiness to adopt new Web 2.0 technologies. In his study on a university-wide pilot project
designed to encourage members of staff to use digital audio creatively, Andrew Middleton(2009) found that many teachers expressed initial anxiety and then became frustrated. Many
lacked the confidence to overcome the technological hurdle or simply had no personal
strategy for learning to use new technology. Some were deterred from taking part in the pilot,
and others avoided it all together. Nevertheless, after the initial hiccups, most staff members
were eventually successful and “enjoyed the opportunity to creatively consider how audio
could be used to enhance their learning” (Middleton, 2009, p. 153). Thus, it is important that
institutions provide guidance for the teachers as well, in order to promote the incorporation of
new technologies.
Likewise, labelling millennials as “digital natives” can also provoke a false confidence in thetechnological abilities of the students. As the findings of this study confirm, many digital
natives may be adept at consuming digital content, but not nearly as proficient in producing it.
Thus, teachers must be prepared to offer guidance and support for the students in their efforts
to acquire and refine these new skills. In the present case, even though the task wastechnologically relatively simple (thanks to recent advances in freely available audio
recording software), the students required a fair amount of encouragement and technicalsupport along the way. To this end, individual support was available via the Moodle forum
and sample podcasts were made available (also on Moodle) to give the students a better
understanding of what makes a podcast effective (e.g. it was pointed out that distractions andbackground noise should be kept to a minimum). In addition, for those students who did notwant to use their own smartphone or portable device to record the podcast, in-classexplanations referred students to the user-friendly, open-source software Vocaroo or the moreadvanced sound recording and editing software Audacity. Fortunately, the survey results
indicate that students can overcome the technological hurdle relatively quickly if given theproper support. It is therefore important that lecturers endeavor to reduce fear and normalize
student attitudes towards using technology in the language classroom in order to capitalize on
emerging technology (O’Bryan et al., 2007).
Finally, it is important to note that when incorporating student-produced podcast assignments
into a course the focus must remain on the actual learning goals and outcomes, rather than the
podcasting medium itself. Podcasting is not a panacea for all of the problems of language
learning in the digital age, but rather should be viewed as one of many different digitallearning tools. Nevertheless, student-produced podcasts can be motivating and engaging forstudents and can be integrated throughout a course plan (e.g. project reports, personalreflections, peer feedback). Furthermore, depending on the specific learning goals of theassignment, podcasts can be produced either as individual or group activities. Thus, studentproduced podcasts offer a highly flexible and engaging option for students and teachers in thedigital age.

168

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

References
Armstrong, G., Tucker, J. & Massad, V. (2009). Interviewing the Experts: Student Produced
Podcasts. Journal of Information Technology Education: Innovations in Practice, 8(1),79–90. https://doi.org/10.28945/174
Ashton-Hay, S., & Brookes, D. (2011). Here's a story: using student podcasts to raiseawareness of language learning strategies. EA Journal, 26(2), 15–27.
Asoodar, M., Marandi, S. S., Vaezi, S., & Desmet, P. (2014). Podcasting in a virtual English
for academic purposes course: Learner motivation. Interactive Learning Environments,
24(4). https://doi.org/10.1080/10494820.2014.937344
Campbell, G. (2005). There’s Something in the Air: Podcasting in Education. EDUCAUSE
Review, 40(6), 33–46.
Crow, R. (2009). Student-generated Podcasts as a Strategy for Learning. In I. Gibson, R.
Weber, K. McFerrin, R. Carlsen & D.A. Willis (Eds.) Proceedings of Society for
Information Technology & Teacher Education International Conference 2009 (pp. 629–
632). Chesapeake, VA: AACE.
Dale, C. (2007). Strategies for using podcasting to support the learning of tourism students.
Journal of Hospitality, Leisure, Sport and Tourism Education, 6(1), 49–57.
https://doi.org/10.3794/johlste.61.155
Dale, C., & Povey, G. (2009). An evaluation of learner-generated content and podcasting. In:
Journal of Hospitality, Leisure, Sport & Tourism Education, 8(1), 117–123.
https://doi.org/10.3794/johlste.81.214
Fleenor, H.G., & Hodhod, R. (2016). Assessment of Learning and Technology: Computer
Science Education. In Wang V. (Ed.) Handbook of Research on Learning Outcome andOpportunities in the Digital Age (pp. 51–78). Hershey, PA, IGI Global.
France, D., & Ribchester, C. (2008). Podcasts and feedback. In G. Salmon & P. Edirisingha(Eds.), Podcasting for learning in universities (pp. 70–79). New York, NY: Open
University Press.
Forbes, D., Khoo, E., & Johnson, E. M. (2012). “It gave me a much more personalconnection”: Student-generated podcasting and assessment in teacher education. In M.
Brown, M. Hartnett & T. Stewart (Eds.), Future challenges, sustainable future (326–330). Proceedings ascilite Wellington 2012.
Forbes, D. (2015). Beyond lecture capture: Student-generated podcasts in teacher education.
Waikato Journal of Education, Special 20th Anniversary Collection 2015, 195–205.
Geoghegan, M., Klass, D. (2005). Podcast Solutions: The Complete Guide to Podcasting.
Berkeley, CA: Friends of Ed.
Hsu, H. Y., Wang, S. K., & Comac, L. (2008). Using audioblogs to assist English language
learning: An investigation into student perception. Computer Assisted Language
Learning, 21, 181–198. https://doi.org/10.1080/09588220801943775
Huang, H. T. D., & Hung, S. T. A. (2010). Implementing electronic speaking portfolios:
Perceptions of EFL Students. British Journal of Educational Technology, 41, 84–88.
https://doi.org/10.1111/j.1467-8535.2009.00996.x

169

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Kemp, J., Mellor, A., Kotter, R., Oosthoek, J. (2011). Student-Produced Podcasts as an
Assessment Tool: An Example from Geomorphology. Journal of Geography in Higher
Education. 36(1). 1–14. https://doi.org/10.1080/03098265.2011.576754
Lazzari, M. (2009). Creative uses of podcasting in higher education and its effect oncompetitive
agency.
Computers&
Education,52,
27–34.
https://doi.org/10.1016/j.compedu.2008.06.002
Lee, M. J. W., & Tynan, B. (2008). Podcasts and distance learning. In G. Salmon & P.
Edirisingha (Eds.), Podcasting for learning in universities (pp. 92–102). New York, NY:
Open University Press.
Lee M., McLoughlin C., & Chan, A. (2008). Talk the talk: Learner-generated podcasts as
catalysts for knowledge creation. British Journal of Educational Technology 39(3),501–21. https://doi.org/10.1111/j.1467-8535.2007.00746.x
Lonn, S., & Teasley, S. (2009). Podcasting in higher education: What are the implications forteaching and learning? Internet and Higher Education, 12, 88–92.
https://doi.org/10.1016/j.iheduc.2009.06.002
O’Bryan, A. & Hegelheimer, V. (2007). Integrating CALL into the classroom: the role of
podcasting in an ESL listening strategies course. ReCALL, 19, 162–180.
Matthews-Denatale, G. (2008). Digital Storytelling: Tips and Resources. Simmons College.
Boston, MA. Retrieved from http://net.educause.edu/ir/library/pdf/ELI08167B.pdf
McLoughlin, C., Lee, M., Chan, A. (2006). Using student generated podcasts to fosterreflection and metacognition. ACEC Australian Educational Computing, 21(2), 34–40.
Middleton, A. (2009). Beyond podcasting: creative approaches to designing educational
audio.
In
ResearchinLearning
Technology,
17(2),
143–155.
https://doi.org/10.1080/09687760903033082
McMinn, S. (2008). Podcasting Possibilities: Increasing Time and Motivation in The
Language Learning Classroom. European Institute for E-Learning. Learning
Forum 2008, 212-215.
Morris, C., Chikwa, G. (2014). Screencasts: How effective are they and how do students
engage with them? Active learning in higher education, 15(1), 25–37.
https://doi.org/10.1177/1469787413514654
Ng’ambi, D. (2008). Podcasts for reflective learning. In G. Salmon & P. Edirisingha(Eds.),Podcasting for learning in universities (pp. 132–145). New York, NY: Open
University Press.
Nie, M., Cashmore, A. & Cane, C. (2008). The educational value of student-generated
podcasts. Paper presented at Association for Learning Technology Annual Conference(ALT-C 2008), Leeds, September 9-11.
Prensky, M. (2001). Digital Natives, Digital Immigrants. Part II. Do They Really Think
Differently? Horizon, 9(6). https://doi.org/10.1108/10748120110424843
Prensky, M. (2009). H. Sapiens digital: from digital immigrants and digital natives to digital
wisdom. Innovate, 5, 1–9.

170

IAFOR Journal of Education

Volume 5 – Issue 3 – Winter 2017

Rothwell, L. (2008). Podcasts and collaborative learning. In G. Salmon & P. Edirisingha(Eds.), Podcasting for learning in universities (pp. 121–131). New York, NY: Open
University Press.
Stewart, W., Doolan, M.A. (2008). Listen to this: Enhancing the learner experience throughthe use of audio within the next generation technologies. Proceedings of Higher
Education Academy’s fourth Annual Conference, July 1-3, at the Harrogate
International Center.
Phillips, B. (2015). Empowering students: Using technology-enhanced learning to foster
learner autonomy. In A. Trink (Ed.) Pannonia Research Award: regionale und
europäische Zukunftsfragen (pp. 83–94). Graz: Leykam.
Rosell-Aguilar, F. (2007). Top of the pods – In search of a podcasting “podagogy” forlanguage learning. Computer Assisted Language Learning, 20(5), 471–492.
Royer, R. (2009). Educational Blogging: Going Beyond Reporting, Journaling, andCommenting to Make Connections and Support Critical Thinking. In I. Gibson, R.
Weber, K. McFerrin, R. Carlsen & D.A. Willis (Eds.), Proceedings of Society for
Information Technology & Teacher Education International Conference 2009 (pp.
507–514). Chesapeake, VA: AACE.
Salmon, G., & Edirisingha, P. (Eds.). (2008). Podcasting for learning in universities. New
York, NY: Open University Press.
Salmon, G., & Nie, M. (2008). Doubling the life of iPods. In G. Salmon & P. Edirisigha(Eds.). Podcasting for learning in universities (pp. 20-32). New York, NY: Open
University Press.
Shield L., & Kukulska-Hulme, A. (2008). Special issue of ReCALL on Mobile Assisted
Language Learning. Cambridge University Press.
Stanley, G. (2006). Podcasting: Audio on the Internet Comes of Age. TESL-EJ, 9(4).
Sun, Y. C. (2009). Voice blog: An exploratory study of language learning. Language
Learning & Technology, 14(2), 88–103.
Stoltenkamp, J., Mapuva, J., Khumalo Y., & Kies C. (2011). Rolling out Podcasting toEnhance Teaching and Learning: A Case of the University of the Western Cape. In:
International Journal of Instructional Technology and Distance Learning, 8(1), 1–21.
Sze, P. M, (2006). Developing Students’ Listening and Speaking Skills Through ELT
Podcasts. Education Journal, 34(2).
Corresponding author: Dr. Birgit Phillips
Contact email: birgit.phillips@fh-burgenland.at171