1
DEVELOPING ELOQUENCE IN SPEAKING SKILLS
FOR CLASS 10 ENGLISH VIA PODCASTS
ABSTRACT
This thematic study explores the potential of podcasts as a tool to develop
eloquence
in
speaking
skills
for
Class
10
English-majored
students.
The
study
investigates the effectiveness of podcasts in enhancing students' speaking abilities, the
pedagogical approaches involved, and the outcomes observed in terms of fluency,
coherence, and confidence in spoken English.
2
CHAPTER I: INTRODUCTION
I.1. Background
In the 21st century, the integration of digital tools in education has revolutionized
language learning. Podcasts, in particular, offer a unique blend of accessibility and
diversity in content that can be leveraged to enhance language skills. The importance of
speaking skills in learning English cannot be overstated. Speaking is not only a means
of communication but also a reflection of one's ability to effectively use the language in
real-life situations. For students, especially those majoring in English, mastering
speaking skills is crucial as it directly impacts their academic performance and future
career prospects.
Developing eloquence in speaking involves achieving fluency, coherence, and
expressiveness, which are essential for clear and effective communication. Fluency
ensures smooth and uninterrupted speech, coherence guarantees logical flow and clarity
of ideas, and expressiveness adds emotion and emphasis to convey meaning more
effectively. These aspects of speaking skills are vital for students to excel in oral
presentations, debates, and everyday interactions.
However, Class 10 English-majored students often face several challenges in
developing their speaking skills. One significant difficulty is the lack of a conducive
environment for practicing spoken English. While they may excel in reading and
writing, opportunities to speak English in an immersive and engaging context are
limited. This limitation hinders their ability to practice and refine their speaking abilities.
Another challenge is the fear of making mistakes. Many students are hesitant to
speak English due to the anxiety of being judged or ridiculed for their errors. This fear
can stifle their willingness to participate in speaking activities, further limiting their
practice opportunities. Additionally, the traditional classroom setting, with its emphasis
on grammar and vocabulary, often fails to provide the dynamic and interactive
experiences necessary for effective speaking practice.
The
monotonous
nature
of
conventional
learning
materials
also
poses
a
challenge. Students find textbook dialogues and scripted listening exercises unengaging,
leading to a lack of motivation and interest. To truly develop eloquence in speaking,
students need exposure to authentic, varied, and stimulating content that mirrors real-
life communication.
Podcasts address these challenges by providing rich, diverse, and authentic
language input. They offer students the chance to listen to native speakers and various
English accents, improving their listening comprehension and pronunciation. The
engaging nature of podcasts can captivate students' interest, making the learning process
more enjoyable and effective.
By integrating podcasts into the curriculum, I can create a more immersive
language learning environment. Podcasts allow students to practice listening and
3
speaking skills in a flexible, convenient, and non-threatening setting. They can listen to
podcasts at their own pace, rewind and replay segments to improve understanding, and
even create their own podcast episodes to practice speaking.
In conclusion, the use of podcasts in language learning holds immense potential
for
overcoming
the
challenges
faced
by
Class
10
English-majored
students
in
developing
their
speaking
skills.
By
providing
engaging
and
authentic
language
experiences, podcasts can significantly enhance students' fluency, coherence, and
expressiveness,
preparing
them
for
successful
communication
in
academic
and
professional contexts.
I.2. Research Objectives
The primary objective of this thematic study is to evaluate the effectiveness of
podcasts in developing eloquence in speaking skills among Class 10 English-majored
students. The study aims to:
•
Assess the improvement in students' speaking skills.
•
Explore students' attitudes towards using podcasts for language learning.
•
Identify best practices for integrating podcasts into the language curriculum.
I.3. Research Questions
1.
How do podcasts influence the development of eloquence in the speaking skills
of Class 10 English-majored students?
2.
What are the students' perceptions of learning through podcasts?
3.
What challenges and benefits do teachers and students encounter when using
podcasts?
4
CHAPTER II: LITERATURE REVIEW
II.1. Language Acquisition Theories
Krashen’s Input Hypothesis
Krashen’s Input Hypothesis ("Principles and Practice in Second Language
Acquisition," published in 1982) posits that language learners acquire language best
when they are exposed to language input that is slightly above their current proficiency
level,
often
referred
to
as
"i+1."
This
theory
emphasizes
the
importance
of
comprehensible input, which means that learners should be able to understand most of
the input they receive, with just enough new vocabulary and structures to challenge them
and promote language development.
Podcasts are an excellent resource for providing this kind of input. They offer a
diverse range of topics, speakers, and language styles, which can help learners to:
•
Enhance comprehension skills: By listening to podcasts, learners are exposed
to natural language use, including idiomatic expressions, varied intonation, and
authentic pronunciation. This exposure helps them to improve their listening
skills and understand spoken language in different contexts.
•
Improve speaking skills: Regular listening to podcasts can help learners to
internalize language patterns and vocabulary, which can then be applied in their
own speech. The more they listen, the more familiar they become with the rhythm
and flow of the language, which aids in fluency and accuracy when speaking.
Vygotsky’s Social Development Theory
Vygotsky’s Social Development Theory ("Mind in Society: The Development of
Higher Psychological Processes," published posthumously in 1978) underscores the
significance of social interaction in the process of learning. According to Vygotsky,
learning occurs within the Zone of Proximal Development (ZPD), which is the
difference between what a learner can do independently and what they can achieve with
guidance and support from a more knowledgeable other.
Podcasts can facilitate interactive and social learning experiences in several
ways:
•
Discussion and collaboration: Many podcasts encourage listeners to engage in
discussions about the content. Language learners can listen to a podcast episode
and then participate in discussions, either in a classroom setting, with a language
partner, or in online forums. This interaction helps to reinforce what they have
learned and allows them to practice using new language in a social context.
•
Interactive activities: Some educational podcasts are designed to be interactive,
providing exercises, quizzes, and prompts that listeners can respond to. These
activities can be done individually or in groups, promoting active engagement
with the content and facilitating social learning.
5
•
Exposure to real-life conversations: By listening to podcasts that feature
interviews, dialogues, and group discussions, learners are exposed to authentic
social interactions. This exposure helps them to understand how language is used
in real-life situations, preparing them for similar interactions in their own
language use.
In short, both Krashen’s Input Hypothesis and Vygotsky’s Social Development
Theory highlight key aspects of language acquisition that can be effectively supported
through the use of podcasts. By providing rich, comprehensible input and facilitating
social interaction, podcasts serve as a valuable tool for enhancing language learning.
II.2. Digital Media in Education
The use of digital media in education has transformed the educational landscape,
offering new ways to engage students and enhance learning outcomes. Research
consistently shows that the integration of digital media into educational settings can lead
to increased
student motivation, deeper engagement with content, and improved
academic performance. Digital media encompasses a wide range of tools and resources,
including videos, interactive apps, online courses, and podcasts, all of which can be
tailored to meet the diverse needs of learners.
Several studies have highlighted the benefits of using digital media in education:
Increased Engagement: Digital media can make learning more interactive and
enjoyable. Tools such as educational games, interactive simulations, and multimedia
presentations capture students' attention and make learning more dynamic. Engaged
students are more likely to participate actively in the learning process and retain
information better.
Personalized
Learning:
Digital
media
allows
for
personalized
learning
experiences. Adaptive learning platforms can tailor content to individual students'
learning
styles
and
paces,
providing
customized
support
and
challenges.
This
personalization helps ensure that all students can progress according to their abilities
and needs.
Accessibility
and
Inclusivity:
Digital
media
can
break
down
barriers
to
education, making learning resources accessible to a wider audience. Students with
disabilities, for example, can benefit from assistive technologies such as screen readers,
subtitles, and interactive textbooks. Additionally, digital resources can be accessed from
anywhere, providing opportunities for remote and self-paced learning.
Podcasts are an increasingly popular form of digital media in education. They offer
several unique advantages that make them an effective tool for language learning and
other educational purposes:
Flexible and On-Demand Access: Podcasts can be accessed anytime and
anywhere, making them a convenient resource for learners with busy schedules.
6
Students can listen to podcasts while commuting, exercising, or during downtime,
allowing them to integrate learning into their daily routines seamlessly.
Varied and Rich Content: Podcasts cover a wide range of topics and formats,
from interviews and discussions to storytelling and lectures. This diversity provides
learners with exposure to different perspectives, cultures, and language uses, enriching
their educational experience.
Authentic Language Input: For language learners, podcasts offer authentic
language input from native speakers. This exposure helps learners develop better
listening skills, understand natural speech patterns, and acquire new vocabulary and
expressions in context. Podcasts can also introduce learners to various dialects and
accents, broadening their understanding of the language.
Supplementary
Learning
Material:
Podcasts
can
complement
traditional
educational materials by providing additional context and examples. Teachers can use
podcasts to reinforce lessons, introduce new topics, or provide alternative explanations
and viewpoints. This supplementary material can enhance students' comprehension and
retention of subject matter.
To maximize the benefits of podcasts and other digital media in education, it is essential
to consider effective implementation strategies:
Integration with Curriculum: Digital media should be integrated thoughtfully
into the curriculum to support and enhance traditional teaching methods. Educators can
align podcast content with learning objectives and use it to supplement classroom
instruction.
Interactive Activities: To promote active learning, educators can design activities
around podcast episodes. These might include discussion questions, reflection prompts,
or group projects that encourage students to engage critically with the content.
Training and Support: Providing training and support for both teachers and
students is crucial for the successful use of digital media. Educators need to be familiar
with the tools and resources available and understand how to incorporate them
effectively into their teaching practices.
II.3. Podcasts in Language Learning
Podcasts have emerged as a valuable tool in language learning, offering learners
a rich and varied source of authentic language input. Previous studies have shown that
podcasts can significantly improve listening skills, vocabulary acquisition, and cultural
understanding. They provide a dynamic and flexible platform for learners to immerse
themselves in the target language, making learning more engaging and effective.
However, research specifically focused on speaking skills, particularly eloquence, is
limited, indicating an area ripe for further exploration.
7
Listening Skills: One of the most well-documented benefits of using podcasts in
language learning is the improvement in listening skills. Podcasts expose learners to a
wide range of accents, dialects, and speech patterns, which can enhance their ability to
understand
spoken
language
in
real-world
contexts.
Regular
exposure
to
natural
conversations, interviews, and storytelling helps learners develop an ear for the nuances
of the language, improving their comprehension over time. For instance, podcasts often
feature informal speech and idiomatic expressions that are commonly used in everyday
communication but may not be covered extensively in traditional textbooks.
Vocabulary Acquisition: Podcasts are also an excellent resource for expanding
vocabulary. They introduce learners to new words and phrases in context, making it
easier to understand and remember them. The variety of topics covered in podcasts
means that learners can acquire vocabulary related to different fields and interests, from
technology and science to culture and entertainment. Moreover, many educational
podcasts are designed specifically for language learners, incorporating repetition and
explanations of key terms to reinforce learning. By listening to these podcasts regularly,
learners can build a more robust and diverse vocabulary base.
Cultural Understanding: Cultural competence is a crucial aspect of language
learning, and podcasts can play a significant role in enhancing it. By listening to
podcasts produced by native speakers, learners gain insights into the cultural nuances
and societal norms of the target language. This cultural exposure is essential for
developing a deeper understanding and appreciation of the language. Podcasts often
discuss current events, traditions, and cultural phenomena, providing learners with a
broader perspective on the world and fostering intercultural awareness. This cultural
immersion helps learners not only to speak the language but also to navigate the cultural
contexts in which it is used.
Despite these well-documented benefits, research specifically focused on the
impact
of
podcasts
on
speaking
skills,
particularly
eloquence,
remains
limited.
Eloquence in speaking involves not only the correct use of grammar and vocabulary but
also the ability to express oneself clearly, persuasively, and appropriately in various
social contexts. While listening to podcasts can undoubtedly enhance comprehension
and vocabulary, the transition from passive listening to active speaking requires
additional strategies and practice.
Potential Benefits for Speaking Skills:
Pronunciation and Intonation: Regular exposure to native speakers through
podcasts can help learners improve their pronunciation and intonation. By mimicking
the speech patterns they hear, learners can develop a more natural and fluent speaking
style. Some podcasts even offer pronunciation guides and practice exercises to aid in
this aspect of language learning.
Speaking Confidence: Listening to podcasts can boost learners' confidence in
speaking. By hearing how native speakers construct sentences and convey ideas,
learners can gain a better understanding of how to organize their thoughts and express
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themselves more confidently. This confidence can encourage them to practice speaking
more
frequently,
either
through
self-recording,
language
exchange
programs,
or
interactive language learning apps.
Speaking Practice Activities: Educators can design speaking activities based on
podcast content to help learners practice and improve their speaking skills. For example,
learners can be asked to summarize podcast episodes, discuss their opinions on the
topics covered, or role-play scenarios inspired by the podcast. These activities provide
opportunities
for
learners
to
use
new
vocabulary
and
expressions
in
speaking,
reinforcing what they have learned and enhancing their fluency and eloquence.
Development of Eloquence: Eloquence involves not only linguistic accuracy
but also the ability to persuade, narrate, and engage an audience effectively. Podcasts,
especially those featuring interviews, debates, and storytelling, offer models of eloquent
speech that learners can study and emulate. Educators can guide learners in analyzing
these models, identifying rhetorical strategies, and practicing their use in speaking
exercises.
While podcasts have proven to be a powerful tool for improving listening skills,
vocabulary acquisition, and cultural understanding in language learning, there is still
much
potential
to
explore
their
impact
on
speaking
skills
and
eloquence.
By
incorporating targeted speaking practice activities and leveraging the rich content of
podcasts, I can help my learners develop not only their comprehension but also their
ability to communicate effectively and persuasively in the target language. Further
research in this area can provide valuable insights and strategies for maximizing the
benefits of podcasts in language education.
9
CHAPTER III: METHODOLOGY
III.1. Research Design
This study employs a mixed-methods approach, combining quantitative data
from pre- and post-tests of speaking skills with qualitative data from student and teacher
interviews.
Implementation
➔
Pre-Test
•
Conduct the pre-test at the beginning of the academic year before the introduction
of podcasts.
•
Each student will be assessed individually by the teacher using the scoring rubric.
➔
Post-Test
•
Conduct
the
post-test
at
the
end
of
the
academic
year
after
the
podcast
intervention.
•
Assess students using the same tasks and scoring rubric to measure improvement.
➔
Data Analysis
•
Compare pre- and post-test scores to evaluate improvement.
•
Analyze qualitative feedback from students and teachers about the experience.
III.2. Participants
The study involved 35 students from an English-majored class who have just begun their
high school journey. These participants were selected to represent a diverse range of
backgrounds
and
proficiency
levels,
ensuring
a
comprehensive
analysis
of
the
effectiveness of podcasts in enhancing speaking skills, particularly eloquence.
Demographic Information
•
Age Range: The participants were all first-year high school students, typically
aged between 14 to 15 years old.
•
Gender Distribution: The class comprised both male and female students,
providing a balanced gender representation.
•
Language Proficiency: As students majoring in English, all participants had a
foundational understanding of the language, though their proficiency levels
varied. This diversity in language skills allowed for a more robust evaluation of
the impact of podcasts on different learners.
Background and Motivation
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•
Educational
Background:
All
participants
came
from
varied
educational
backgrounds, including different primary and middle schools, which provided a
mix of prior English learning experiences.
•
Motivation: The students demonstrated a keen interest in improving their
English-speaking skills, which was a crucial factor for selecting them for this
study. Their motivation was driven by academic goals, personal interest in
mastering the language, and the desire to excel in future standardized tests and
real-life communication scenarios.
Learning Environment
•
Class Setting: The study was conducted in a typical high school classroom
equipped with necessary technological tools such as computers, projectors, and
internet access. This setup facilitated the easy integration of digital media and
podcasts into the learning process.
•
Support System: The participants had access to additional support from their
English teachers, who provided guidance and assistance throughout the study.
This ensured that any technical or content-related issues with the podcasts could
be promptly addressed.
By focusing on these 35 enthusiastic and diverse first-year high school students, the
study aimed to obtain a detailed understanding of how podcasts can aid in developing
eloquence in
speaking skills, contributing valuable insights into the pedagogical
approaches for language learning
III.3. Data Collection
•
Pre- and post-tests are conducted to measure the improvement in speaking skills.
•
Interviews with students provide insights into their experiences and perceptions.
•
Observation
and
analysis
of
student-produced
podcasts
offer
additional
qualitative data.
III.4. Data Analysis
Quantitative data are analyzed using statistical methods to determine the significance of
improvements in speaking skills. Qualitative data are coded and thematically analyzed
to identify common themes and insights.
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CHAPTER 4: IMPLEMENTATION OF PODCASTS
IV.1. Selection of Podcasts
Podcasts are selected based on their relevance to the curriculum, language
complexity, duration and interest to students. The selected podcasts cover a range of
topics, including stories, interviews, and discussions.
IV.2. Phases of Implementation
The podcast program is divided into two phases: consumption and production.
➔
Phase 1: Consumption Phase
Students listen to a variety of podcasts, focusing on different aspects of eloquence
such as intonation, vocabulary, and rhetorical devices. This phase lasts three months
with 12 lessons using podcasts.
Week 1: Podcasts introduction
https://www.youtube.com/watch?v=9dXKGJ7jLsk
Week 2: Learning Englissh
https://www.onestopenglish.com/download?ac=5116
Week 3: A perfect day
https://www.onestopenglish.com/download?ac=5105
Week 4:Milestones
https://www.podcastsinenglish.com/pages2/freesample.shtml
Week 5: The best restaurant in London
https://www.podcastsinenglish.com/pages2/freesample.shtml
Week 6: The pre-Google Dark Ages
https://www.betteratenglish.com/real-english-conversations-the-pre-google-
dark-ages
Week 7: What leads to success?
https://www.betteratenglish.com/real-english-conversations-what-leads-to-
success
Week 8: Are you addicted to your smartphone?
https://www.youtube.com/watch?v=KkrhHUeMjIU
Week 9: How learning to read changes lives
12
https://www.bbc.co.uk/learningenglish/english/features/6-minute-
english_2024/ep-240627
Week 10: Friends by choice
https://player.themoth.org/#/?actionType=ADD_AND_PLAY&storyId=37190
Week 11: What is the future of work?
https://www.bbc.co.uk/learningenglish/english/features/6-minute-
english_2024/ep-240201
Week 12: Homes, Homelessness & Evolving English
https://www.leonardoenglish.com/podcasts/evolving-english
➔
Phase 2: Production Phase:
Students create their own podcasts, applying the skills they have learned. This
includes planning, scripting, recording, and editing their podcasts. Here are their final
products:
https://drive.google.com/drive/folders/1hvterM9mqg2zJyQn32uCgBa59nyf3vZ
V
IV.3. Classroom Activities
•
Listening Comprehension: Activities include listening to podcasts, answering
comprehension questions and studying vocabulary.
•
Discussion and Analysis: Students discuss the content and language features of
the podcasts in groups.
•
Debate Practice: Students engage in structured debates on topics covered in the
podcasts to enhance their argumentative skills and eloquence.
•
Impromptu Speaking: Students practice impromptu speaking by summarizing
podcast episodes or discussing related topics without prior preparation.
•
Role-Playing: Students perform role-playing activities based on scenarios from
the podcasts to improve their expressive abilities and confidence in speaking.
•
Speech Delivery: Students prepare and deliver speeches on themes or issues
discussed in the podcasts, focusing on eloquence, clarity, and engagement.
•
Pronunciation Workshops: Focused sessions on improving pronunciation and
intonation using excerpts from the podcasts as practice material.
•
Podcast Creation: Students work in groups to create their own podcasts, followed
by peer review sessions.
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CHAPTER V: RESULTS
After implementing the use of podcasts to improve students' eloquence in
speaking skills, I collected information and analyzed the results based on various factors,
including teacher observations, test results before and after applying the measure, and
student interest surveys regarding podcasts.
V.1. Teacher’s observations and Analysis:
During the implementation of the measure, I observed students to assess their
progress in speaking skills and analyzed the podcasts that students created in groups.
Through these observations, I noticed a significant improvement in students' ability to
articulate ideas clearly and confidently. The students showed better pronunciation,
richer vocabulary, and more coherent sentence structures.
Additionally, the group podcasts revealed enhanced collaboration and creativity
among
students.
They
were
able
to
engage
in
meaningful
discussions,
provide
constructive feedback to each other, and produce high-quality content that demonstrated
their improved speaking abilities. The enthusiasm and active participation in these group
activities were evident, further reinforcing the effectiveness of using podcasts as a tool
to develop eloquence in speaking skills.
Factors
Before Using
Podcasts
After Using
Podcasts
Teacher's Comments
Focus
Low
High
Students are more focused on
podcast content
Understanding
Content
Average
Good
Better understanding of the
material
Participation
Low
High
Students are enthusiastic and
actively participating
Pronunciation
Average
Good
Significant improvement in
pronunciation
Vocabulary
Average
Rich
Use of richer vocabulary
Sentence Structure
Average
Coherent
More coherent and logical
sentence structures
Collaboration
Low
High
Better collaboration in group
work
Creativity
Average
High
Displays creativity in podcast
productions
Table 1. Teacher Observations and Analysis of Student-Created Podcasts to Improve
Eloquence in Speaking Skills
V.2. Student Interest Survey on Using Podcasts to Develop Eloquence in Speaking
Skills
14
I conducted a survey to measure students' interest and enthusiasm for using
podcasts in their studies. The results show that most students expressed interest and
willingness to try this new learning method.
Total Students: 35
No.
Item
Strongly
Agree
Agree Neutral Disagree
Strongly
Disagree
1
Listening to podcasts is a
suitable activity during
speaking skills classes for
developing eloquence.
30
4
1
0
0
2
Listening to podcasts is an
interesting activity.
3
32
0
0
0
3
Podcasts help me improve
vocabulary and grammar.
4
27
4
0
0
4
Podcasts help me expand my
knowledge in various fields.
20
13
2
0
0
5
Podcasts increase my
confidence in speaking.
10
24
1
0
0
6
Podcasts enhance my speaking
ability.
7
28
0
0
0
7
I enjoy learning speaking skills
through podcasts.
8
27
0
0
0
Table 2. Survey on Students' Interest in Podcasts
The survey results clearly indicate that the majority of students are enthusiastic about
using podcasts for developing eloquence in speaking skills. Students find podcasts
interesting, helpful in improving vocabulary and grammar, and beneficial for expanding
their knowledge and increasing their confidence in speaking. The unanimous agreement
on the enjoyment of learning through podcasts further supports the incorporation of
podcasts into the curriculum. Based on the survey results, we can draw several key
insights regarding students' interest and perceptions about using podcasts for developing
eloquence in speaking skills:
1.
Suitability of Podcasts for Speaking Skills Classes:
o
Strongly Agree (85.7%) + Agree (11.4%): A significant
majority
(97.1%) believe that podcasts are suitable for developing eloquence in
speaking skills. This indicates strong support for incorporating podcasts
into speaking classes.
o
Neutral (2.9%): Only one student remained neutral, suggesting minimal
opposition to the idea.
2.
Interest inPodcasts:
15
o
Strongly Agree (8.6%) + Agree (91.4%): Almost all students (100%)
find listening to podcasts interesting, showing that podcasts are engaging
for the students.
3.
Improvement in Vocabulary and Grammar:
o
Strongly Agree (11.4%) + Agree (77.1%): A majority (88.5%) feel that
podcasts help improve their vocabulary and grammar.
o
Neutral (11.4%): A small percentage remains neutral, indicating some
uncertainty about the effectiveness of podcasts in this area.
4.
Knowledge Expansion:
o
Strongly Agree (57.1%) + Agree (37.1%): A large majority (94.2%)
believe that podcasts help expand their knowledge in various fields.
o
Neutral (5.7%): A few students are neutral, but there is no disagreement.
5.
Confidence in Speaking:
o
Strongly Agree (28.6%) + Agree (68.6%): Most students (97.2%) feel
that podcasts increase their confidence in speaking, indicating a positive
impact on their self-assurance.
o
Neutral (2.9%): Only one student is neutral, showing very little doubt.
6.
Enhancement of Speaking Ability:
o
Strongly Agree (20%) + Agree (80%): All students (100%) agree that
podcasts
enhance
their
speaking
ability,
highlighting
the
perceived
effectiveness of podcasts in improving speaking skills.
7.
Enjoyment of Learning Speaking Skills through Podcasts:
o
Strongly Agree (22.9%) + Agree (77.1%): All students (100%) enjoy
learning speaking skills through podcasts, indicating high satisfaction
with this method.
V.3 Quantitative Results
The pre- and post-tests show a significant improvement in students' speaking
skills at the beginning compared to those at the end of the school year. Key areas of
improvement include fluency, coherence, pronunciation and confidence. The significant
increase in students scoring 9-10 suggests a marked improvement in pronunciation. This
is likely due to the repetitive and focused listening practice provided by podcasts. The
increase in higher scores also reflects enhanced fluency and coherence in speaking.
Students exposed to natural speech patterns and varied content in podcasts can better
mimic and produce coherent and fluid speech.In addition, the survey results indicate that
all students felt an increase in confidence when speaking. This is crucial as confidence
often translates into better speaking performance and greater willingness to participate
in speaking activities.
16
N0
Name
Test results
Before
implementing
After implementing
1
NGUYỄN SƠN AN
8
9
2
PHẠM THÁI AN
7
8
3
NGUYỄN PHƯƠNG ANH
8
9
4
VŨ NGUYỄN HOÀNG ANH
6
8
5
HOÀNG QUỐC BẢO
6
8
6
PHẠM AN BÌNH
8
8
7
PHẠM DƯƠNG DIỆP CHI
8
9
8
ĐẶNG KHÁNH DUY
6
8
9
NGUYỄN NGỌC HÀ
7
8.5
10
VŨ KHÁNH HÒA
5
6
11
LÊ ĐĂNG HOÀNG
8
8
12
NGUYỄN DUY HÙNG
6
8
13
VŨ NAM HUY
7
8
14
NGUYỄN THẾ HƯNG
7.5
8
15
ĐINH MAI HƯƠNG
8.5
9
16
NGUYỄN NAM KHÁNH
7
8
17
PHẠM NGỌC KHÁNH
8
9
18
VŨ TRUNG KIÊN
4
6
19
NGUYỄN HÀ LINH
7.5
8
20
DƯƠNG NGỌC LONG
7
7
21
HỒ ĐỨC LONG
7
8.0
22
NGÔ HOÀNG TUỆ MẪN
6
8
23
PHẠM NGUYỄN HẢI MINH
8
9.0
24
PHẠM TRÀ MY
4
6
25
VŨ THẢO MY
4
6
26
ĐÀO KIM NGÂN
8
8
27
PHẠM TRỌNG NGHĨA
7
9
28
ĐÀO MAI NHI
6
8
29
HOÀNG MAI NHUNG
8
9
17
Table 3. Test results before and after implementing podcasts in developing
eloquence in students’ speaking skills
•
Scores 9-10: The number of students scoring 9-10 increased from 0 to 9 students
(25.7%) after implementing the method. This indicates a significant improvement
in speaking skills.
•
Scores 7-8: The number of students scoring 7-8 decreased from 23 students
(65.7%) to 22 students (62.9%).
•
Scores 5-6: The number of students scoring 5-6 decreased from 9 students
(25.7%) to 4 students (11.4%). This shows that some students made significant
improvements within this score range after implementing the method.
•
Scores <5: No students scored below 5 after implementing the method. This is
notable, indicating that the method was beneficial for all students within this
score range.
The survey data highlights a clear improvement in the speaking skills of 10 English
students after incorporating podcasts. The significant increase in scores, particularly in
the 9-10 range, underscores improvements in pronunciation, fluency, and confidence.
The slight decrease in lower scores and the absence of any students scoring below 5
further emphasize the effectiveness of using podcasts in enhancing speaking skills. This
method has proven to be a beneficial tool in developing eloquence in students' speaking
abilities.
30
MAI GIA PHÚC
6
7
31
ĐỖ HỒNG QUYÊN
6
7
32
NGUYỄN THỊ THU TRANG
8
9
33
BÙI BẢO TRÂM
6.5
8
34
MÙI THỊ THẢO UYÊN
5
7
35
NGUYỄN TRỌNG VINH
6
7
Class
Results before implementing
Results after implementing
9-10
7-8
5-6
<5
9-10
7-8
5-6
<5
10E
(35)
0
(0%)
23
(65,7%)
9
(25,7%)
3
(8,6%)
9
(25,7%)
22
(62,9%)
4 (11,4%)
0
(0%)
18
CHAPTER VI: DISCUSSION
VI.1. Analysis of Findings
The discussion delves into the reasons behind the success of the podcast program,
highlighting factors such as authentic language exposure, creative production tasks, and
supportive peer feedback. The analysis reveals that exposure to diverse podcast topics
helps students build a broader vocabulary and discuss a wide range of subjects fluently.
Regular listening to native speakers enhances comprehension of different accents,
speech rates, and colloquial expressions, leading to more natural speaking abilities. The
collaborative nature of podcast activities creates a dynamic classroom environment,
boosting students' confidence and providing ample practice opportunities. Targeted
pronunciation workshops improve diction and intonation, while engaging critically with
podcast content encourages coherent and compelling expression. Additionally, the
freedom to create their own podcasts fosters personal expression and creativity, further
enhancing students' eloquence in speaking.
VI.2. Pedagogical Implications
Incorporating podcasts into the curriculum can provide a more dynamic and
interactive learning experience. To maximize their potential benefits, teachers should
select podcasts that align with students' interests and language proficiency levels.
Additionally, training teachers on the effective use of podcasts is crucial.
VI.3. Challenges and Solutions
The rise of podcasting as an educational tool has brought about several significant
challenges and considerations. One of the foremost issues is technological challenges.
Ensuring access to the necessary equipment and software is crucial for both educators
and students. This includes not only having the hardware, such as quality microphones
and computers but also the right software for recording, editing, and distributing
podcasts. Schools and educational institutions need to invest in these technologies and
provide training to ensure both teachers and students can use them effectively.
Another major challenge is student engagement. Strategies to maintain interest
and motivation among students are essential for the success of any educational program,
and podcasting is no exception. Educators must find creative ways to keep students
actively involved. This can include interactive assignments, allowing students to choose
their topics of interest, and incorporating gamification elements. Regular feedback and
encouragement are also important to keep students motivated and interested in the
learning process.
Finally,
assessment
of
speaking
skills
through
podcasts
presents
unique
difficulties. Traditional methods of evaluation may not be suitable, so developing
effective methods to assess these skills is essential. Rubrics that focus on clarity,
coherence, engagement, and the use of language can be helpful. Peer reviews and self-
assessments can also be integrated to provide a comprehensive evaluation of a student's
19
speaking abilities. Educators need to be innovative and flexible in their approach to
accurately measure and support students' progress in this area.
To conclude, while podcasting offers exciting opportunities for enhancing
speaking skills in an educational setting, it also requires addressing technological,
engagement, and assessment challenges to be truly effective.
CHAPTER 7: CONCLUSION
The thematic study concludes that podcasts are an effective tool for developing
eloquence in speaking skills among Class 10 English-majored students. They enhance
pronunciation, fluency, coherence, and confidence in spoken English.
Schools
should
consider
integrating
podcasts
into
their
language
teaching
strategies to capitalize on their benefits. This integration can provide students with more
opportunities to practice and improve their spoken English in
an engaging and
interactive manner. Additionally, further research should explore the long-term impact
of podcast-based learning, particularly its effectiveness in improving other language
skills such as listening, reading, and writing. Understanding the broader applications of
podcasts can help educators design more comprehensive language learning programs.
Podcasts offer a versatile and engaging platform for language learning. By
harnessing their potential, educators can foster a more enriching and effective learning
environment. They provide a dynamic way to practice language skills, making learning
more relevant and enjoyable for students. As technology continues to evolve, the role of
podcasts in education is likely to expand, offering even more innovative ways to support
and enhance language learning.
20
REFERENCES
1.
Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca
University Press.
2.
Bonk, C. J., & Graham, C. R. (2006). The Handbook of Blended Learning:
Global Perspectives, Local Designs. Pfeiffer.
3.
Chapelle, C. A. (2003). English Language Learning and Technology. John
Benjamins Publishing Company.
4.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition.
Pergamon Press.
5.
Vygotsky,
L.
S.
(1978).
Mind
in
Society:
The
Development
of
Higher
Psychological Processes. Harvard University Press.
Websites with Articles on the Use of Podcasts in Education
1.
Edutopia: edutopia.org
2.
Inside Higher Ed: insidehighered.com
3.
TESOL International Association: tesol.org
21
APPENDIX
Pre- and Post-Tests of Speaking Skills
Objectives
The primary objective of the pre- and post-tests is to evaluate the improvement
in speaking skills of Class 10 English-majored students. The tests will focus on fluency,
coherence, pronunciation, vocabulary usage, and overall expressiveness.
Pre-Test Design
Part 1. Warm-Up (3 minutes)
•
Objective: To make students comfortable and ready for the speaking test.
•
Task: Brief introduction about themselves (name, age, hobbies).
Part 2. Structured Interview (4 minutes)
•
Objective: To assess students' ability to answer questions coherently and
fluently.
•
Task: Students will be asked a series of questions related to familiar topics such
as school, family, and daily routines.
o
Example Questions:
1. Can you describe your daily routine?
•
This question helps assess how well students can describe their daily activities in
a coherent and organized manner.
2. Tell me about your favorite subject in school and why you like it.
•
This question evaluates students' ability to explain their preferences and provide
reasons for their choices.
3. What do you usually do on weekends?
•
This question allows students to describe their leisure activities and how they
spend their free time.
4. Can you tell me about a memorable trip you took?
•
This question assesses the ability to recall and describe past experiences, focusing
on narrative skills.
5. What are your future career aspirations and why?
22
•
This question evaluates students' ability to discuss their goals and ambitions,
providing insight into their planning and reasoning skills.
6. Describe a book or movie that had a significant impact on you.
•
This question assesses the ability to explain the influence of external media on
their thoughts and emotions.
7. Can you tell me about your family?
•
This question allows students to describe their family members and their
relationships, assessing their descriptive and relational language skills.
8. What is your favorite hobby, and how did you become interested in it?
•
This question evaluates students' ability to discuss their interests and explain how
they developed them.
9. Describe a typical school day for you.
•
This question assesses students' ability to detail their daily school activities and
routines.
10. What is one of the most important lessons you have learned in life so far?
•
This question evaluates students' ability to reflect on their experiences and
articulate valuable life lessons
Part 3. Picture Description (4 minutes)
•
Objective: To evaluate descriptive skills, vocabulary usage, and coherence.
•
Task: Students will be shown a picture and asked to describe it in detail.
o
Example Task:
▪
Describe what you see in this picture. Talk about the setting,
people, activities, and anything else you notice.
Part 4. Opinion Expression (5 minutes)
•
Objective: To evaluate students' ability to express opinions and justify them.
•
Task: Students will be given a topic and asked to express their opinion on it.
Example questions:
1.
What do you think about the importance of learning a second language?
Provide reasons for your opinion.
o
This question assesses the ability to discuss the benefits and importance
of multilingualism.
23
2.
Do you believe that social media has a positive or negative impact on society?
Explain your viewpoint.
o
This question evaluates the ability to analyze the effects of social media
and justify their stance.
3.
In your opinion, should schools have uniforms? Why or why not?
o
This question assesses the ability to discuss and justify their opinion on
school uniforms.
4.
What is your opinion on the impact of technology on education? Provide
reasons for your opinion.
o
This question evaluates the ability to discuss the role of technology in
education and support their perspective.
5.
Do you think it is important for people to exercise regularly? Why or why
not?
o
This question assesses the ability to discuss the importance of physical
activity and justify their opinion.
Post-Test Design
Part 1. Warm-Up (3 minutes)
•
Objective: To make students comfortable and ready for the speaking test.
•
Task:
Brief
introduction
about
a
recent
experience
or
event
they
found
interesting.
Part 2. Structured Interview (4 minutes)
•
Objective: To reassess students' ability to answer questions coherently and
fluently.
•
Task: Similar to the pre-test, with questions focusing on different topics.
o
Example Questions:
1. Can you tell me about a memorable trip you took?
•
This question allows students to describe a significant travel experience, focusing
on narrative skills and detail.
2. What are your future career aspirations and why?
•
This question assesses the ability to discuss future goals and provide reasoning
for their choices.
3. Describe a book or movie that had a significant impact on you.
•
This question evaluates the ability to explain the influence of literature or films
on their thoughts and feelings.
4. What do you think is the most important quality for a good friend to have?
24
•
This question assesses the ability to discuss personal values and justify their
opinion.
5. Can you describe a typical holiday celebration in your country?
•
This question evaluates the ability to describe cultural practices and traditions.
6. What is your favorite season of the year and why?
•
This question allows students to express their preferences and provide reasons
for their choices.
7. Can you tell me about a person who has inspired you?
•
This question assesses the ability to discuss influential figures in their lives and
explain their impact.
8. What do you enjoy doing in your free time?
•
This question evaluates the ability to describe hobbies and leisure activities.
9. What is one change you would like to see in your community?
•
This question assesses the ability to discuss community issues and suggest
improvements.
10. Can you describe a challenging experience you have faced and how you
overcame it?
•
This question evaluates the ability to reflect on personal challenges and explain
how they dealt with them.
Part 3. Picture Description (4 minutes)
•
Objective: To reassess descriptive skills, vocabulary usage, and coherence.
•
Task: Students will be shown a different picture and asked to describe it in detail.
o
Example Task:
▪
Describe what you see in this picture. Talk about the setting,
people, activities, and anything else you notice.
Part 4. Opinion Expression (5 minutes)
•
Objective: To reassess students' ability to express opinions and justify them.
•
Task: Students will be given a different topic and asked to express their opinion
on it.
Example questions:
25
1. What is your opinion on the impact of technology on education? Provide reasons
for your opinion.
•
This question assesses the ability to discuss the role of technology in education
and support their perspective.
2. Do you think it is better to live in a city or in the countryside? Why?
•
This question evaluates the ability to compare and contrast different living
environments and justify their preference.
3. What are your thoughts on the importance of environmental conservation?
•
This question assesses the ability to discuss environmental issues and the
importance of preserving nature.
4. Do you believe that extracurricular activities are essential for students? Explain
your viewpoint.
•
This question evaluates the ability to discuss the role of extracurricular activities
in student development and support their opinion.
5. What is your opinion on the influence of social media on personal relationships?
Provide reasons for your answer.
•
This question assesses the ability to analyze the impact of social media on
interpersonal connections and justify their perspective.
Scoring Rubric
1. Fluency and Coherence (0-10 points)
•
9-10: Speaks smoothly with minimal hesitation, ideas are logically organized.
•
7-8: Generally fluent with occasional pauses, ideas are mostly organized.
•
5-6: Some hesitation, ideas are somewhat organized but may lack clarity.
•
3-4: Frequent pauses, ideas are poorly organized.
•
0-2: Very hesitant, ideas are disorganized or incomplete.
2. Pronunciation (0-10 points)
•
9-10: Pronunciation is clear with minimal errors.
•
7-8: Generally clear pronunciation with occasional errors.
•
5-6: Some pronunciation errors but generally understandable.
•
3-4: Frequent pronunciation errors, sometimes hard to understand.
•
0-2: Pronunciation errors make understanding very difficult.
3. Vocabulary (0-10 points)
26
•
9-10: Uses a wide range of vocabulary accurately and appropriately.
•
7-8: Uses a good range of vocabulary with some minor errors.
•
5-6: Uses basic vocabulary accurately but with limited range.
•
3-4: Limited vocabulary, frequent errors.
•
0-2: Very limited vocabulary, many errors.
4. Grammar (0-10 points)
•
9-10: Uses a wide range of grammatical structures accurately.
•
7-8: Uses a good range of grammatical structures with some minor errors.
•
5-6: Uses basic grammatical structures with some errors.
•
3-4: Frequent grammatical errors, limited range.
•
0-2: Very frequent grammatical errors, very limited range.
5. Expressiveness (0-10 points)
•
9-10: Expresses ideas with enthusiasm and emotion, engages the listener.
•
7-8: Generally expressive with some engagement.
•
5-6: Moderately expressive, somewhat engaging.
•
3-4: Limited expressiveness, little engagement.
•
0-2: Very flat and monotone, not engaging.
