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

8

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

10

•

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.

11

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

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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.

13

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.