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LA APLICACIÓN DEL PODCAST COMO RECURSO TECNOLÓGICO PARA MEJORAR
LA HABILIDAD DE HABLAR
THE APPLICATION OF PODCAST AS A TECHNOLOGICAL RESOURCE TO ENHANCE
SPEAKING SKILL
Autores: ¹Fulton Germán Ramírez Pozo y ²Hazel Acosta Cadungog.
¹ORCID ID:
https://orcid.org/0009-0007-6073-4507
²ORCID ID: https://orcid.org/0000-0002-0281-2681
¹E-mail de contacto: fulton.ramirezpozo7732@upse.edu.ec
²E-mail de contacto: hacosta@upse.edu.ec
Afiliación: ¹*²*Universidad Estatal Península de Santa Elena, (Ecuador).
Artículo recibido: 29 de Noviembre del 2025
Artículo revisado: 30 de Noviembre del 2025
Artículo aprobado: 8 de Diciembre del 2025
¹Licenciatura en Idioma Extranjero, mención en idioma Inglés, egresado de la Universidad Estatal Península de Santa Elena, (Ecuador)
con 8 años de experiencia laboral; Maestrante del posgrado en el programa de Maestría en Pedagogía de los Idiomas Nacionales y
Extranjeros, mención en Ingles, Universidad Estatal Península de Santa Elena, (Ecuador).
²PhD. en Estudios de Desarrollo con especialización en Investigación Educativa y Desarrollo (Filipinas). Universidad Nacional de
Educacion as Afiliacion.
Resumen
Este artículo pretende demostrar que la
tecnología y sus recursos tales como los
podcasts pueden aportar grandes avances en el
aprendizaje de un nuevo idioma, especialmente
en el desarrollo de la habilidad oral que muchas
veces supone un desafío para los estudiantes.
Esta investigación sigue el paradigma
cualitativo, ya que enfatiza el uso de datos
contextualizados y significativos resultantes de
la interacción de los estudiantes tanto en el aula
y en casa, como de sus respuestas al uso del
podcast y la intervención en el desarrollo de sus
habilidades orales. Durante el desarrollo de esta
propuesta, el podcast como recurso tecnológico
ha demostrado tener características
beneficiosas para adquirir habilidades de
conversación en inglés, particularmente en lo
que se refiere a los componentes de
pronunciación y fluidez, los cuales son
fundamentales para conseguir el mejoramiento
en la habilidad previamente establecida. Esta
investigación se produjo en un periodo de pre-
test, el cual permitió conocer el nivel real de los
estudiantes en la habilidad del habla, para
después aplicar el post test como proceso en el
uso de podcasts como recurso tecnológico
alternativo para practicar constantemente la
habilidad del habla. La investigación concluyó
que los podcasts poseen características
beneficiosas para mejorar la pronunciación y
emplean métodos que influyen en la fluidez,
mejorando significativamente este aspecto en
los estudiantes con el tiempo que dedican
usando este recurso tecnológico.
Palabras clave: Habilidades para hablar,
Pronunciación, Fluidez y podcasts.
Abstract
This article aims to demonstrate that
technology and resources such as podcasts can
significantly enhance language learning,
especially in the development of oral
expression, which often presents a challenge
for students. This research follows a qualitative
paradigm, emphasizing the use of
contextualized and relevant data derived from
students' interactions both in the classroom and
at home, as well as their responses to podcast
use and interventions aimed at developing their
oral expression. During the development of this
proposal, podcasts, as a technological resource,
have proven to have beneficial characteristics
for acquiring conversational skills in English,
particularly regarding pronunciation and
fluency, which are fundamental for improving
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previously acquired skills. This research was
conducted during a pre-test period, allowing us
to determine the students' actual level of
speaking ability. Subsequently, a post-test was
administered as part of the process of using
podcasts as an alternative technological
resource for the consistent practice of oral
expression. The research concluded that
podcasts have beneficial characteristics for
improving pronunciation and employ methods
that influence fluency, significantly improving
this aspect in students with the time they
dedicate using this technological resource.
Keywords: Speaking skills, Pronunciation,
Fluency and podcasts.
Resumo
Este artigo visa demonstrar que a tecnologia e
recursos como podcasts podem contribuir
significativamente para o aprendizado de
idiomas, especialmente no desenvolvimento da
habilidade oral, que muitas vezes representa
um desafio para os alunos. Esta pesquisa segue
um paradigma qualitativo, enfatizando o uso de
dados contextualizados e significativos
resultantes das interações dos alunos tanto em
sala de aula quanto em casa, bem como suas
respostas ao uso de podcasts e à intervenção no
desenvolvimento de suas habilidades orais.
Durante o desenvolvimento desta proposta, os
podcasts, como recurso tecnológico,
mostraram-se benéficos para a aquisição de
habilidades conversacionais em inglês,
particularmente em relação à pronúncia e
fluência, que são fundamentais para o
aprimoramento de habilidades previamente
estabelecidas. Esta pesquisa envolveu um
período de pré-teste para determinar os níveis
reais de habilidade oral dos alunos, seguido de
um pós-teste como parte do processo de
utilização de podcasts como recurso
tecnológico alternativo para a prática
consistente da habilidade oral. A pesquisa
concluiu que os podcasts possuem
características benéficas para o aprimoramento
da pronúncia e empregam métodos que
influenciam a fluência, melhorando
significativamente esse aspecto nos alunos com
o tempo que dedicam ao uso desse recurso
tecnológico.
Palavras-chave: Habilidade oral,
Pronúncia, Fluência e Podcasts.
Introduction
Education in Ecuador has advanced enormously
in relation to the teaching of the English
language in recent years. The proof of this is the
English as a foreign language curriculum of the
Ministry of Education in language teaching that
indicates the level of English that high school
students must have when they graduate from
school. The current curriculum mentions that
students need to get a proficiency level of B1 in
the area of English as a foreign language, when
they leave high school. The learning of the
English as a second language has the four skills
that establish a level to communicate with
others. We refer to teaching English in high
school to focus on receptive skills (reading and
listening) and productive skills (writing and
speaking), which would give the student the
ability to apply the target language in their daily
life. How it is mentioned in the following quote:
“Spoken language production is still one of the
most difficult aspects of language learning
(Brown et al., 1983). In particular, it is
necessary to take into account the ability to
speak English because it is considered one of
the most difficult skills since it requires
obtaining a certain level of pronunciation,
fluency and precision when speaking.
Alfa, (2020) stated that speaking is the oral
practice in which someone employs a language
and expresses their ideas, feeling, and thought
in communication. Clearly, it is mentioned that
speaking skills should be a priority in the
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educational system because it pretends to get a
real connection among students when they
transmit their emotions, feelings. Teachers and
students should worry about achieving great
fluency, excellent pronunciation when
practicing the target language. It is currently
considering the use of many resources that
could strengthen the learning of the English
language such as methodological trends.
English Language Teaching (ELT) has changed
profoundly in the past decades thanks to the
work of applied linguists, the developments in
teacher training methodology, and the creative
approaches of classroom practitioners
(Richards, 2015; Herrell & Jordan, 2020).
These methodological trends must also be
considered for the meaningful learning of a new
language. Nowadays, the application of many
resources in the educational system has
originated in the acquisition of the language
with the goal to collaborate in its acquisition in
a significant way.
For a long time, the usage of methods as a
pedagogy to teach English language has been
important in the educational process to teach
and learn a new language. There are various
methodologies that contribute to the acquisition
of the English language such as communicative
language teaching, the audio lingual method,
task based learning, etc. According to Reena
Chakraborty (July 15, 2024). “These methods
are well designed with a strategy that is a highly
interactive way of teaching students. This will
help learners to understand, learn and enhance
language skills. These methodologies can be
used in a complementary way to achieve
language learning in the skills that this learning
requires. Similarity, technology has been
mentioned a fundamental tool in learning a new
language in recent years. For this reason,
students use this technology to learn many
things in many areas. Speck argued that (2019),
English language learners will benefit if they
approach technology. This means that
technology gives learners some apps to
communicate with people who speak another
language, tools to learn about a language doing
different activities in an asynchronous way.
Ahmadi (2018) suggested that “Technology
makes learners study smoothly, but we should
be considered using it as a support tool in
learning”. It is important to reflect that
technology can be applied differently, but the
correct application has to be getting knowledge
of a new language that can be considered so
important in the learning of a language. The
development and integration of information and
communication technology (ICT) in the English
classroom have the potential to revolutionize
pedagogical practices by leveraging the benefits
of emerging technologies (Aşık et al., 2020;
Guillén et al., 2019). Recently, the rapid impact
of technology has shifted the focu of education
andlearning processes from traditional
education to technology-based education
(Rohner et al., 2021). During the time in the
teaching profession, it is evident that students
do not manage to develop all the
communicative components in the practice of a
new language, considering many limitations
that do not create an effective space to speak
English with good fluency and correct
pronunciation inside and outside the classroom.
Students lack resources that foster the balanced
acquisition of the four English language skills
(reading, writing, listening, and speaking) to
improve in these areas. Furthermore, it is very
difficult to implement methodological
techniques and strategies with so little
classroom time, and it is also necessary to
cultivate a culture of consistent practice that
allows them to become independent learners.
This research follows the qualitative paradigm
as it emphasizes the use of a contextualized and
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meaningful data resulting from the interaction
of students both in the classroom, their
responses towards the use of podcast and the
intervention in developing students’ speaking
skills. According to Fraenkel and Wallen
(2009), researchers focus on comprehending the
situations and events from the viewpoint of the
participants. It is necessary to capture of the
perception and belief of students in the use of
this technological resource – podcast - to know
if using it influences to develop students’
pronunciation and fluency competences in
speaking skill. Among all research designs
under the qualitative paradigm, action research
in the classroom was employed as it allows the
demonstration of the influence of an action or
intervention in classroom setting following the
four steps: planning, acting, observing and
reflecting. This is how Stephen Kemmis and
Robin McTaggart described it: “a spiral process
of planning, action, observation and reflection”
(Kemmis y McTaggart, 2000). Therefore, the
research objective focused on establishing the
degree of influence of the application of
podcasts as an interactive resource in improving
students' speaking skills.
Materials and methods
This proposal was implemented at a public high
school located in Santa Elena province, whose
sample was taken from students in a 1st BGU
course that represents a quarter of the
population. The data collection and the
interpretation were applied through a classroom
observation sample form and recorded video
during the classes for 4 weeks, and doing a
conversation with the students in the final
through an interview about the application of
the proposal that will give us relevant
information about this research. The results of
the classroom observation sample in which the
progress that the students are obtaining during
the process of preparation and development of
the evaluation activities are observed to
establish that the pronunciation and fluency
components are improving. These sources
allow us to obtain a comprehensive
understanding about the effectiveness of using
podcasts as technological resources to improve
English speaking skill, which gave us a clear
criterion about the application of podcast in
students. This format was used during class to
establish the progress made by the students
when they were involved in a dialogue related
to the content of the podcast, which would allow
the components of pronunciation and fluency to
be evaluated.
It is worth mentioning that to carry out this test,
it was necessary for the students to listen to the
resource (podcast) over and over again, in order
to practice with repetition and imitation
techniques and then carry out this observation
process with the activities established in the
lesson plans. Then, it was necessary to use
lesson plans in which the teacher could apply
the processes of pre- test and post- test. The
objective of this study is to establish the extent
of influence of podcasts as a technological
resource to enhance students’ speaking skills in
them. The application of this proposal considers
the use of the podcast during class as well as
independent work at home, where students will
use strategies or techniques such as repetition
and imitation to improve fluency and
pronunciation components. Finally, it was
necessary to confirm the students' acceptance of
the use of podcasts through an individual
interview, which allowed us to learn their
impressions of this technological resource to
improve speaking skills, specifically in the
pronunciation and fluency components.
Results and Discussion
These results collected in a pre- test through a
classroom observation sample form and a video
recording clearly show that students are in an
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A1 level in the speaking skill because even
though they were exposed to talk about an
interesting topic with short contents, they made
mistakes in linguistic aspects of pronunciation,
which denotes a lack of practice of the contents
developed in the classroom in the speaking
skill. The linguistic aspects where students
demonstrate a regular level are vocabulary and
grammar, knowing an acceptable amount of
words and the grammatical rules in a good
manner. Linguistic aspects such as
pronunciation must be worked on, as many
mistakes have been made in peer conversations.
Furthermore, the paralinguistic aspect of
fluency is considered essential, as students are
unable to conduct a fluent conversation in the
target language.
Improvement in pronunciation and fluency
using podcasts
During the podcast application as a
technological resource, lesson plans are
developed in which the teacher gives the
students podcasts to be practiced. In addition,
teacher shows them techniques such as
repetition and imitation to practice
pronunciation and fluency in speaking skill,
when they are exposed to this podcast.
Applying podcast in four interventions, students
were exposed to listen a short podcast at the
beginning of this process, then listening an
extensive podcast, in which they practiced it
constantly trying to focus in the pronunciation
and fluency components into the class. The
process of these interventions permitted to
focus on difficult words or phrases to pronounce
and in the fluency with which words and
phrases are mentioned. After students practiced
repeated and imitating short segments in pair,
they were able to record the same part in order
to compare with the original part. In the other
hand, before student record their voice on the
podcast, the student can imitate how the native
speaker speak English especially on the
speaking aspect such as the pronunciation,
intonation, fluency, etc. (Duong, 2014).
According to the four interventions in the
demonstrative table, it was revealed that
podcasts foster a realistic and engaging
environment for improving speaking skills.
Pronunciation was developed through repetition
and imitation. Fluency was increased with
interactive tasks that permitted to students to
practice this important component, and
vocabulary expanded through contextual
learning. The integrated presentation in group
and the role-play were the most effective
activities to combine all three oral skill
components. It was possible to observe that
students starting the activity with little
predisposition, to practice speaking skill using
this technological resource (podcasts), because
most of them did not practice at the beginning
of this process in the time established in the
planning. These interventions with their
respective evidence (videos and transcripts).
denote el process that students took in the
practice using podcasts. To establish this
transcription process, a recorded interview was
conducted with the students, who were
immersed in an interview on the use of podcasts
to enhance their speaking skills, resulting
favorable in considerations regarding the high
percentage of influence of the use of this
resource in improving speaking skills.
Table 1 presents a demonstrative overview of
the pedagogical interventions implemented
during the study, detailing their main activities,
targeted oral skill components, instructional
focus, and the observed enhancements in
students’ speaking performance. The table
synthesizes how each intervention was
systematically designed to address specific
aspects of oral communication—namely
pronunciation, fluency, and vocabulary—
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through the use of podcast-based activities and
communicative tasks. By organizing the
interventions in a progressive sequence, the
table allows for a clear understanding of how
listening, repetition, collaborative speaking,
lexical enrichment, and role-play activities
contributed to the gradual improvement of
students’ oral skills. Additionally, it highlights
the relationship between the instructional
objectives of each intervention and the
qualitative changes observed in learners’
spoken language, providing evidence of the
effectiveness of the implemented strategies in
fostering more accurate, fluent, and confident
oral communication.
Table 1. Demonstrative table of the interventions and components observed
Interventions
Mainly activity
Oral skill component
Focus/ objective
Observed enhancement
Intervention 1
Listening to short podcasts and
repeating key phrases.
Pronunciation
Practice pronunciation through
repetition and imitation of
native speakers.
Students enhance pronunciation accuracy and
intonation considering a few students who do not
pronounce all the words correctly.
Intervention 2
Group presentation after listening
to podcast episodes.
Fluency
Encourage spontaneous
speaking and idea organization.
Students spoke more naturally and with fewer
pauses denoting a slight enhancement in fluency.
Intervention 3
Vocabulary extraction from
podcast content and word-use
practice.
Vocabulary
Identify and apply extensive
vocabulary from authentic
listening materials.
Students used a wider range of words during oral
presentations.
Intervention 4
Role-play based on podcast
topics.
Pronunciation, Fluency,
Vocabulary
Integrate pronunciation,
fluency, and vocabulary in
communicative situations.
Students demonstrated better confidence, accuracy,
and fluency in real-life speech situations.
Source: own elaboration
Student´s interview
The data was obtained through an interview
with A1 level students, after using podcasts for
4 weeks. The interview focused on the students
who were involved in the use of this resource to
enhance pronunciation and fluency in each
intervention, so their survey responses provide
an important source of information for this
research.
Categorization
The codes were analyzed taking into account
the following categories for a better
understanding of the results, taking into account
the interviews conducted with the students. The
following table is shown below:
Table 2. Result obtained from the interview
Category
Associated codes
General Questions
How often do you practice English outside the
classroom?
Many difficulties in practicing at
home.
Perception about podcast
Have you used podcasts in English classes
before?
non-use of the technological
resource in English area.
Perception about podcast
Do you feel podcasts make you feel more
confident to speak English?
Benefits of using podcasts to get
confidence in students.
Perception about podcast
What aspects of speaking do podcasts help you
improve the most?
Pronunciation
fluency
Vocabulary
Confidence
Positive perception in the use of
podcast to enhance pronunciation
and fluency.
Learning Experience
During the practice using podcasts. Did you
apply the techniques of repetition or imitation
with the podcast to get pronunciation and
fluency?
Repetition, imitation have been used
in the process, although students
used more repetition.
Learning Experience
Do you feel you have enhanced your speaking
skills after using podcasts?
Obtaining pronunciation and some
fluency as a process.
Reflection and Suggestions
Would you recommend podcasts to other
students to enhance their speaking skills?
Positive arguments to suggest
podcast.
Source: Own elaboration.
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Based on the information presented through
several qualitative instruments such as the class
observation form, student interviews, and the
results obtained in the demonstration tables, the
criteria have been interpreted as follows:
Students show a positive attitude towards the
use of podcasts as a technological resource for
language learning, so they have opportunities to
focus on practicing a specific skill for a while,
which has allowed them to realize that they may
feel predisposed to using a new resource with
the aim of improving language skills. Most of
the students who participated in this research
acknowledge having significantly improved
their pronunciation thanks to the techniques
applied, although the focus was much more on
repetition because, due to the level of the
students, the use of this technique was more
practical, since imitation is more complex due
to the speed at which the speakers talk in the
podcast. However, learners can greatly improve
their speaking abilities by utilizing the potential
of podcasts and modifying the phrases and
sentences present in them (Lee &Mlynář,
2023). Although students consider speaking
English with correct pronunciation and
consistent fluency a great challenge, they
mention that constant practice will lead them to
achieve the desired results: improved English
speaking skills.
Triangulation
It is important to establish a relationship
between the classroom observation format, the
recorded videos, and the bibliography that
details the enormous influence of using
podcasts on improving speaking skills. During
the interventions, it was observed that the
students' level of attention and motivation
increased as they were exposed to and listened
to a podcast. It is worth noting that they began
with a short fragment of the podcast and
gradually moved to a longer version, resulting
in a positive relationship with this technological
resource. Throughout the four sessions, most
students expressed fear when attempting to
participate in oral activities. By the end of the
final session, a significant change was observed
after consistent exposure to the podcasts. The
students' willingness to participate was
highlighted in each intervention, as they were
willing to actively participate in group and pair
work before the development of their speaking
activities. The level of confidence increased
with each intervention; it was observed that
most of them felt they should try a little harder,
which means that their motivation was not fully
active, since they had not had a more
demanding job in speaking skills during the
application of techniques of repetition and the
speaking practice.
The recorded videos provided a clear view of
the pronunciation criteria, as it was observed
that most students struggled to articulate and
pronounce the words in each podcast correctly.
Initially, they made many mistakes, but with
consistent practice at home, these gradually
improved. It was also noted that they began to
feel more confident speaking the target
language more naturally and with fewer pauses
after each intervention. So, for this reason the
following quoted is cited “This improved
confidence is a result of student´s enhanced
ability to comprehend a topic´s rhetoric through
repeat hearing and oral presentation (Samad et
al, 2017). In addition, the students were able to
pronounce new words that they initially found
difficult and complicated because the podcasts
seemed a bit fast to them, which they overcame
through consistent practice. This allowed them
to expand their vocabulary, particularly
regarding the pronunciation of irregular verbs,
compound nouns, and other related words.
Since both topics were related (the simple past
tense and the topic of "my weekend"), this
allowed for a better understanding of the
podcast, as they understood the content and
were able to summarize it orally according to
the practice in class and at home. According to
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the previous bibliography, the application of
podcast to enhance speaking skill might give
students some models for speaking performance
such as dialogues, conversation, etc.
Furthermore, as podcast designed for English
Language Teaching (ELT) have grown in
popularity. They have supplied various
resources both that can assist both teachers and
students in improving their speaking abilities
during the teaching and learning process
(Syoflanis et al, 2015; Sze, 2006; Widiastuti,
2012).
Conclusions
During the development of this proposal,
podcast as a technological resource has had
beneficial features to get speaking skill English,
particularly when it is referred to the
components of pronunciation and fluency.
Farangi et al. (2015) revealed that podcasting in
the classroom was an appropriate interactive
resource for learning English. These data agree
with those found by other authors (Son, 2018;
Zou et al., 2018), who revealed improvements
in language skills, such as listening and
speaking, when using podcasts in the EFL
classroom. This means that the data obtained
allows for an enhancement in speak skill.
Podcasts have content of interest to students
because they have a great diversity of topics that
are addressed in periods of time according to the
student's needs. These podcasts come from
native speakers of the language, which is a great
benefit as it ensures that students can obtain
through repetition or imitation a correct
pronunciation of the words and have common
phrases used in the daily lives of these speakers.
Their speech delivery abilities, including their
pronunciation, fluency, intonation, and
emphasis, can be improved in the first place
(Putri et al., 2022). Several reviews on the
application of podcasts in education provide
positive benefits in learning (oral language) and
motivation toward EFL (Indahsari, 2020; Son,
2018; Zou et al., 2018). Students can practice
inside the classroom as regular class, as well as
outside of it as an independent homework at
home, giving them the time required to practice
the established components such as
pronunciation and fluency. Students will be
prepared to be able to think using the target
language taking into account the contents of the
applied podcast. The periodic use of this
technological resource would help improve the
components of speaking skills in students who
have a low level of English Language
considering these given characteristics of
podcasts for learning a new language.
It could be established that using podcasts to
increase students' speaking fluency will be
achieved by taking into account the following
aspects: Podcasts provide the opportunity to
listen to native English speakers, it means the
use of real English that permits students to
practice using different accents and speaking
styles, which will help improve language
comprehension and production. This
technological resource gives students the
opportunity to learn natural phrases and
structures which allows the target language to
be more fluid. This article describes the
development of speaking fluency through
authentic oral production … results indicated
that there was a significant increase of students’
speaking fluency. Students will be more
confident speaking because they will gain more
confidence by constantly listening to the
language, which will reduce their fear and
increase their fluency. In addition, the use of
podcasts helps in practicing rhythm, intonation,
and pauses; this means that students learn how
to sound more natural and not so "robotic" or
slow when speaking. By regularly listening to
short, engaging podcasts, students can stay
motivated in their daily practice. It helps
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accelerate language acquisition and improve
fluency.
Acknowledgment
My eternal gratitude to my Creator, God, for
giving me life each day and allowing me to
continue believing that with faith all things are
possible. It is essential to acknowledge the
constant support of Miss. Hazel Acosta, who
has always guided me unconditionally, making
the successful completion of this project
possible. Likewise, I thank my wife and son,
who gave me the encouragement I needed
during difficult times in my life, such as the loss
of my mother.
Bibliographic References
Barre, P., & Villafuerte, J. (2021). English as a
foreign language instruction in Ecuador:
Implementation of the Content and
Language Integrated Learning during 2019-
2021.
Chaves, Y., & de-la Peña, (2023). Podcasts’
effects on the EFL classroom: a socially
relevant intervention. Volume 10, article
number 20.
Education Minister. (2020). English as a foreign
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