HANOI PEDAGOGICAL UNIVERSITY 2

FACULTY OF ENGLISH

FINAL ASSIGNMENT
RESEARCH METHODOLOGY IN ENGLISH LANGUAGE

Student’s name: Do Tran Viet Ha

Student’s code: 217140231130
Class: ENG101 47spa.7_LT

Hanoi, 2024
 Table of contents:

I. Introduction: ......................................................................................................................... 1
II. Literature review: ............................................................................................................... 2
2.1. Overview of podcasts: ...................................................................................................... 2
2.2. The use of Podcasts for learning purposes:..................................................................... 2
2.3. Previous research: ............................................................................................................. 2
III. Research question .............................................................................................................. 3
IV. Methodology ....................................................................................................................... 3
4.1. Participants ........................................................................................................................ 3
4.2 Research design .................................................................................................................. 3
4.2. Data collection process ...................................................................................................... 3
4.3. Data analysis ...................................................................................................................... 3
V. Conclusion ............................................................................................................................ 4
VI. REFERENCES .................................................................................................................. 4
Using Podcasts to Enhance English Language Learning at the Undergraduate Level

Abstract: With the development of technology, the application of technology to learning is

no longer new. In recent years, the podcast has gradually gained popularity with the benefits it
offers especially for English learners.This paper explores the use of podcasts as a tool to
enhance English language learning among undergraduate students. This study used
experimental research methods to assess the effect of podcasts on college students' language
abilities. The proposal aims to identify the effectiveness of podcasts, how they contribute to
language proficiency, and the challenges and opportunities associated with incorporating
podcasts into language learning curricula. The research will provide insights that can inform
the design and implementation of effective podcast-based language learning programs and
enhance the English language learning journey of undergraduate students in an era shaped by
digital innovation.

I. Introduction:
In the ever-evolving landscape of language education, the integration of technology has
become a transformative force, shaping the methodologies and approaches used to teach and
learn languages. Within this digital realm, podcasts have emerged as a dynamic and accessible
resource, holding immense potential for language learners. Research studies on podcasting
have already acknowledged its potentiality and have documented much evidence that podcasts
can greatly help develop learners’ language skills, especially in developing learners’ speaking
and listening skills (Ashton-Hay & Brookes, 2011; O’Bryan & Hegelheimer, 2007) . This
research proposal seeks to delve into the multifaceted realm of utilizing podcasts as a tool for
studying English, specifically focusing on their impact at the undergraduate level.
This research endeavors to explore the depth of knowledge surrounding the utilization of
podcasts in English language learning, investigating not only their efficacy but also the varied
ways in which they contribute to the overall language proficiency of undergraduate students.
By scrutinizing the existing literature, we aim to identify gaps, challenges, and opportunities
associated with incorporating podcasts into language learning curricula.
Moreover, this proposal seeks to go beyond a mere assessment of effectiveness by examining
the nuanced factors influencing the integration of podcasts in diverse educational settings.
Through a comprehensive analysis of learner experiences, preferences, and outcomes, we
aspire to provide educators, curriculum developers, and policymakers with actionable insights
that can inform the design and implementation of effective podcast-based language learning
programs.
As we embark on this exploration, the research not only endeavors to contribute to the
scholarly discourse on language education but also aims to offer practical recommendations
that can enhance the English language learning journey of undergraduate students in an era
shaped by digital innovation.

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II. Literature review:
2.1. Overview of podcasts:
A podcast is a series of digital audio A podcast is a type of digital media that typically
consists of a series of audio recordings. They can be downloaded or streamed and cover a
wide range of topics, including news, entertainment, education, and more. Each audio file is
called a podcast episode. Podcasts are usually hosted by one or more people who lead a
conversation, share stories, or report the news and can be accessed through various platforms,
such as Spotify, Apple Podcasts, or Google Podcasts. They have become increasingly popular
in recent years due to their accessibility, convenience, and versatility.
2.2. The use of Podcasts for learning purposes:
Podcasts can provide materials for English language learners, especially at the undergraduate
level. According to Rosell-Aguilar (2007), podcast resources can be divided into two main
groups. The first group comprises authentic content that is not intended to teach language and
is provided by native speakers or advanced learners. The second group, on the other hand,
consists of language courses or teaching materials specifically designed for language learning.
These materials are further classified into two subgroups. The first subgroup includes
materials designed for a specific audience, such as teachers, institutions, or students
themselves. These materials may include audio recordings of texts, oral quizzes, oral
feedback, and vocabulary items. The second subgroup comprises supporting materials
designed for independent learners who are not enrolled in a particular course. These materials
are delivered as public podcasts. Podcasts also motivate students to learn English. Podcasts
with large amounts of user data have provided learners with a great environment to develop
their listening skills. With traditional learning, learners are only exposed to English in the
classroom, with podcasts English learners are allowed exposure to authentic English-speaking
content and allow students to adjust, which can pause, rewind, and review spoken content at
their speed. By actively engaging with socially relevant content, it leads to increased
motivation for students to learn (O’Bryan & Hegelheimer, 2007)
2.3. Previous research:
As the use of podcasts in education has become more popular, there has been some debate
about whether they are useful for improving student learning outcomes. While Deal (2007)
and Lazzi (2009) have shown that podcasting can have a positive impact on student learning,
others have found no significant effect on grades or academic performance. A study by
McKinney, Dyck, and Luber (2009) suggested that podcasting could be beneficial for
students, but only if they took thorough notes, listened to the podcast multiple times, and
engaged with the material in a similar way to how they would during a traditional lecture.
Numerous research studies have concluded that podcasting can serve as an effective learning
tool. For instance, students who studied business (Evans, 2008) and dentistry (Brittain,
Glowacki, Van Ittersum, & Johnson, 2006) have reported that using podcasts was more
helpful in revising their notes than relying on textbooks. According to Stoten (2007),
podcasting is becoming increasingly popular as it allows nursing educators to provide
learning material at a convenient time for the students. In his experience of teaching history,
Vess (2006) observed that podcasts freed up time for in-class discussions and higher-level
learning activities. Podcasting has also been used successfully in distance education across
various subject areas. It has been found to reduce anxiety caused by isolation and to foster a

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sense of community among learners (Lee & Chan, 2007). Additionally, podcasting has been
noted to increase students' motivation and respect their diverse learning needs (Fernandez,
Simo, & Sallan, 2009).
III. Research question
1. Can podcasts completely replace classroom participation?
2. Does the use of podcasts increase motivation among EFL higher education students in the
context of EFL classrooms, specifically about listening comprehension?
3. What side effects that podcasts bring back to the student who fully depends on podcast
records?

IV. Methodology
4.1. Participants
The research participants were over 40 students chosen from among the English major
students of Hanoi Pedagogical University. The participants are all between the ages of 19 and
23 and they all have devices that can access the internet such as smartphones and laptops,..
allows them to download podcasts to listen offline. . The study included two groups: the
experimental group, which will engage in podcast language courses on their devices, and the
control group will not receive any course and continue learning like usual.
4.2 Research design
An Experimental design was adopted in this study. The participants were divided into two
groups: experimental group and control group with different treatments. This study will
mainly focus on the experimental group to take a closer look at the impact of podcast use in
improving English listening comprehension.
4.2. Data collection process
The participants will have a Pre and post-test. Pre-testing will be given to both groups of
participants immediately after the start of the research based on their course book being
administered to them to determine the participant's current level, helping to obtain initial data
for comparison. By giving the experimental group podcast course, their usage data will be
stored and analyzed. And a few weeks later they will take the test prescribed by the school.
After the project was complete, the experimental group was given a questionnaire to evaluate
their motivation and attitude toward using podcasts as a learning strategy in their listening
class.
4.3. Data analysis
The quantitative data collected through the two tests, the podcast coures and the questionnaire
will be evaluated using statistical methods and these numbers will be expressed in the form of
tables and charts,..

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V. Conclusion
This research proposal aims to explore the use of podcasts as a tool for teaching English to
undergraduate students. Podcasts have great potential as a resource for language learners, and
this proposal seeks to examine their effectiveness and identify gaps, challenges, and
opportunities associated with their use.
In addition to assessing their effectiveness, this proposal will also investigate the factors that
influence the integration of podcasts into language learning curricula. By analyzing learner
experiences, preferences, and outcomes, we hope to provide actionable insights that can
inform the design and implementation of effective podcast-based language learning programs.
This research intends to contribute to the academic discourse on language education and offer
practical recommendations to enhance the English language learning journey of
undergraduate students. By leveraging digital innovations, we hope to reinforce the symbiotic
relationship between technology and education. Ultimately, this research aims to provide
valuable insights to the broader field of language education and inform future endeavors in
pedagogical innovation.

VI. REFERENCES
O’Bryan, A. & Hegelheimer, A. (2007). Integrating CALL into the classroom: The
role of podcasting in an ESL listening strategies course. ReCALL, 19(2): 162-180.
McKinney, D., Dyck, J.L., & Luber, E.S. (2009). iTunes university and the
classroom: Can podcasts replace professors? Computers & Education, 52(3): 617-623.
Chan, A., Lee, M.J.W. (2005). An MP3 a day keeps the worries away: Exploring the
use of podcasting to address preconceptions and alleviate pre-class anxiety amongst
undergraduate information technology students. In D.H.R. Spennemann, L. Burr (eds.) Good
practice in practice: Proceedings of the Student Experience Conference, Wagga Wagga,
NSW: Charles Stuart University: 58-70.
Rosell-Aguilar, F. (2007). Top of the pods—In search of a podcasting “podagogy” for
language learning. Computer Assisted Language Learning, 20(5): 471-492
Lazzari, M. (2009). Creative use of podcasting in higher education and its effect on
competitive agency. Computers & Education, 52(1), 27-34.
Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision
lectures in higher education. Computers & education, 50(2), 491-498.
Brittain, S., Glowacki, P., Van Ittersum, J., & Johnson, L. (2006). Podcasting
lectures. Educause quarterly, 3(24), 10.
Stiffler, D., Stoten, S., & Cullen, D. (2011). Podcasting as an instructional supplement
to online learning: a pilot study. CIN: Computers, Informatics, Nursing, 29(3), 144-148.
Fernandez, V., Simo, P., & Sallan, J. M. (2009). Podcasting: A new technological tool
to facilitate good practice in higher education. Computers & education, 53(2), 385-392.
Ashton-Hay, S., & Brookes, D. (2011). Here's a story: using student podcasts to raise
awareness of language learning strategies. English Australia Journal, 26(2), 15-27.