Speaker
Description
This study investigates how student-generated podcasts can enhance English-speaking skills in a Mobile Assisted Language Learning (MALL) context. Thirty university students engaged in podcast-making over 18 weeks, producing both monologue and dialogue podcasts while using reflection journals and SMART goals for self-regulation. Data from TOEIC mock tests, self-efficacy scales, and interviews showed that while test scores did not significantly improve, students reported greater confidence, enjoyment, and metacognitive awareness, highlighting the value of podcasts for authentic, engaging language learning.
Summary
Within Mobile Assisted Language Learning, podcasts transform students from passive consumers to active creators, offering authentic learning experiences. This study explores how student-generated podcasts affect English productive skills while examining self-efficacy—an understudied affective factor in L2 contexts. The research demonstrates how students evolve from "language learners" to "language users," developing communication skills that enhance employability and career prospects, while accommodating diverse learning styles through authentic language practice opportunities.
| Teaching Context | College and university education |
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