Podcast-making to enhance speaking skills in Second Language Acquisition: a pedagogical intervention
This master’s thesis explores the didactic potential of podcast-making as an innovative projectbased learning (PBL) intervention aimed at enhancing speaking fluency, fostering collaboration and promoting cross-departmental engagement at the Escola Oficial d’Idiomes of Lleida. Framed within the conte...
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| Formato: | tesis de maestría |
| Fecha de publicación: | 2025 |
| País: | España |
| Recursos: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/468367 |
| Acesso em linha: | https://hdl.handle.net/10459.1/468367 |
| Access Level: | acceso abierto |
| Palavra-chave: | SLA PBL Podcast-making Speaking skills Adult education Llengua segona--Adquisició Pòdcasts |
| Resumo: | This master’s thesis explores the didactic potential of podcast-making as an innovative projectbased learning (PBL) intervention aimed at enhancing speaking fluency, fostering collaboration and promoting cross-departmental engagement at the Escola Oficial d’Idiomes of Lleida. Framed within the context of adult education, the Radio EOI 100+ initiative involved students from multiple language departments in the co-production of thematic podcasts aligned with CEFR levels and institutional syllabi. Rooted in communicative, student-centered pedagogy, the intervention addresses the need for meaningful oral practice beyond certification-driven tasks. Through rolebased collaboration and the use of professional audio tools, learners developed oral competence in authentic and motivating contexts. Qualitative and quantitative data collection reveal improvements in fluency, confidence and learner engagement, as well as increased digital and intercultural competence. These findings suggest that podcast-making can serve as a powerful tool to support Second Language Acquisition (SLA) while fostering a sense of community and learner agency in plurilingual educational settings. |
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