Topic:

Integrating Podcasting into Primary English Education: A Lesson Study Approach. 

Research Question:

How does integrating podcasting into primary English lessons, using a Lesson Study approach, help Grade 3 students improve their speaking skills, pronunciation, confidence, motivation, and digital competence?

Objective

The main objective of this study is to explore how podcasting can be effectively integrated into primary English education through a Lesson Study approach. (EAL, English as an additional language)

The study aims to:

• improve young learners’ English speaking skills;

• support correct pronunciation and intonation;

• increase students’ confidence and motivation to speak English;

• develop digital skills through podcast recording and editing;

• promote teacher collaboration through Lesson Study between English and ICT teachers.

Theoretical Framework 

This study is based on four key educational approaches. It applies Lesson Study, where English and ICT teachers collaboratively planned, observed, and reflected on podcast-based lessons to improve students’ speaking skills.                                                                                                                                                               The study also draws on CLIL, integrating English with ICT so students used language meaningfully while working with digital tools. In addition, principles of communicative language teaching guided the use of podcast tasks focused on real communication and learner confidence.

Finally, the study incorporates digital learning and 21st-century skills, using AI voice tools and podcast creation to support pronunciation, creativity, and digital competence.

This study was carried out with Grade 3 students during their regular English and ICT lessons. The research was done in real classroom conditions. English and ICT teachers worked together: they planned lessons, watched how students worked in class, and discussed the results after the lessons. English learning was combined with ICT activities. Students used English while working with digital tools and creating podcasts. This helped them practice the language in a natural and meaningful way. During the lessons, students created short podcasts. They worked alone, in pairs, and in small groups. They asked and answered questions, practiced short dialogues, and recorded their speech. AI voice tools were used to help students hear correct pronunciation and intonation and correct their mistakes. Teachers also worked together using the Lesson Study approach. After each lesson, they talked about how students participated, how their speaking skills developed, and what could be improved. To collect information, teachers observed students in class, listened to and watched students’ podcast recordings, wrote short reflection notes, and talked with students about their learning experience. This approach helped the teachers understand how podcasting and AI voice tools influenced students’ speaking skills, motivation, and use of digital technologies in real classroom lessons.

Conclusions and Expected Outcomes This study showed that using podcasts together with AI voice technology worked well in primary English lessons and had a positive effect on students’ learning. First of all, students became more confident in speaking English. When they prepared dialogues, practiced recordings, and shared their podcasts with classmates, they were less afraid of making mistakes. They started to speak more freely and were more willing to express their ideas. Another important result was better pronunciation and intonation. AI voice tools helped students hear how words and sentences should sound. Instant feedback allowed them to notice their mistakes and correct them. Over time, their speech became clearer and more expressive. Podcast activities also increased students’ interest and motivation. Children enjoyed creating podcasts because they could see and hear the final result of their work. Adding music, pictures, and effects made the lessons more interesting and helped students be creative. In addition, students improved their digital skills. During ICT lessons, they learned how to record videos, edit them, and use digital tools in a simple and safe way. These skills are important for modern education and everyday life. From the teachers’ point of view, the Lesson Study approach was also useful. Working together helped English and ICT teachers plan better lessons, observe students’ progress, and reflect on what worked well and what could be improved. Overall, this study shows that podcasting with AI voice support is a simple, effective, and flexible way to develop speaking skills in primary English education. This approach can be used in different schools and learning contexts and supports modern educational goals such as communication, digital skills, and collaboration.

Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press. Lewis, C. (2002). Lesson study: A handbook of teacher-led instructional change. Research for Better Schools. Stanley, G. (2013). Language learning with technology: Ideas for integrating technology in the classroom. Cambridge University Press.