MINI PODCASTS IN THE CLASSROOM: DEVELOPING LISTENING AND SPEAKING THROUGH PEER INTERVIEWS

Аннотация

This article explores the use of mini podcasts as an innovative tool for enhancing listening and speaking skills in language classrooms. By incorporating peer interviews into podcasting activities, students engage in authentic, interactive communication that promotes both linguistic competence and confidence. The study highlights the benefits of podcasting in creating learner-centered environments where students practice real-world conversation, improve pronunciation, and develop critical listening abilities. Practical strategies for implementing peer interviews, including topic selection, scripting, recording, and feedback, are discussed. The article concludes that mini podcasts can be an effective, motivating method for integrating speaking andlistening practice into everyday language instruction. Keywords:Mini podcasts, peer interviews, listening skills, speaking skills, language learning, learner-centered instruction, authentic communication, pronunciation practice, podcasting in education, digital storytelling. Introduction. In the digital age, the role of technology in education has evolved from supplementary support to an integral component of modern pedagogy. Language teaching, in particular, has greatly benefited from digital innovations that offer immersive, interactive, and student-centered learning experiences. One such innovation is the use of podcasts—digital audio recordings distributed via the internet—which have become increasingly popular in educational contextsfordeveloping listeningcomprehension, pronunciation, and oral fluency. While professionally produced podcasts are commonly used as listening materials in language learning, mini podcasts created by students themselves represent a unique and highly engaging alternative. These short audio recordings allow learners not only to consume content but also to become active creators of it. Among various podcast-based classroom strategies, peer interviews stand out as an effective method to enhance both listening and speaking skills in a collaborative andauthentic environment. Mini podcasts based on peer interviews provide several pedagogical advantages. Firstly, they create opportunities for authentic communication, where students interact with one another using natural language forms, rather than rehearsed dialogues or artificial textbook conversations. Secondly, the process of planning, scripting, recording, and editing podcasts fosters a cycle of language production and reflection, allowing students to self-assess and improve their oral proficiency over time. Moreover, peer interviews promote student engagement, motivation, and confidence, especially for learners who may behesitant tospeak infront of thewholeclass. From a skills-based perspective, this approach targets multiple aspects of communicative competence. Students must prepare meaningful questions, listen actively to their partners’ responses, and formulate appropriate follow-up questions—thus reinforcing both receptive (listening) and productive (speaking) skills. Additionally, the recorded nature of podcasts allows http://www.internationaljournal.co.in/index.php/jasass 157 Volume 15Issue 06, June 2025 Impact factor: 2019: 4.679 2020: 5.015 2021: 5.436, 2022: 5.242, 2023: 6.995, 2024 7.75 for repeated listening, enabling learners to develop better pronunciation, intonation, and listening discriminationthrough repeated exposure. This article investigates the potential of using mini podcasts structured around peer interviews as a classroom tool for developing listening and speaking abilities. It draws on theoretical foundations in communicative language teaching, digital pedagogy, and learner autonomy. The article further outlines practical strategies for incorporating peer podcast projects into language instruction, including guidance on task design, technical tools, scaffolding, and assessment. Finally, the discussion considers observed outcomes from real classroom implementations, highlightingboth thebenefits andchallenges of podcast-based learning. In an educational landscape increasingly shaped by digital engagement and collaborative learning, the use of student-produced mini podcasts represents a promising, creative, and accessiblemethod forenriching oral language development. Literature Review. The integration of podcasts into language learning has been widely explored over the past two decades, particularly as educators seek more authentic, learner- centered approaches to develop communicative competence. Podcasts—defined as episodic audio content accessible via the internet—have been recognized as powerful tools for both formal and informal language learning. They offer an accessible, flexible, and engaging way for students to improve listening and speaking skills, while also supporting learner autonomy, digital literacy, and content creation (Stanley, 2006; McBride, 2009). Podcasts inLanguage Education Research indicates that listening to podcasts can significantly impro