Research Proposal

Introduction

Numerous studies underscore the hindrances that impede the development of listening
comprehension among EFL (English as a Foreign Language) students, including include
issues like lack of motivation, limited exposure to the target language, and unfamiliarity with
effective listening procedures (Field, 1998). Recent research by Nowrouzi, Tam, Zareian, and
Nimeh Chisalem (2015) supplements these findings, revealing prevalent listening
comprehension challenges among higher-level EFL students across four universities. This
study does not only identifying issues but also illuminates the widespread nature of
perception, parsing, and categorization of listening difficulties. Moreover, the intricacies of
speaking pose another formidable challenge in the teaching and learning of a second
language, particularly in the context of EFL education (Horwitz, Horwitz, & Cope, 1986;
Pichette, 2009). The heightened stress and anxiety associated with speaking extend beyond
the classroom, setting it apart from other academic skills like writing, reading, and listening.
As we delve into this research, our aim is to unravel the complexities surrounding the
enhancement of listening and speaking skills in the EFL context, offering insights that can
inform more effective language teaching strategies.

Topic

The Power of Podcasts: Exploring the Impact of Podcasts on EFL Students' Oral Performance
as a Language Learning Tool: Case Study of Master 1 Students at the Department of English
Language & Literature, Batna 2 University.

Normally you start with the title in the front page of your proposal as if it is the front page of
your thesis

Problem Statement Statement of the Problem

This research endeavors to thoroughly investigate how podcasts, explain it here , with
their unique format and accessibility, can potentially enhance and contribute to the
improvement of EFL students' oral skills. Podcasts have experienced a significant surge in
popularity in recent years, making them an intriguing subject for research in the field of
language education. The significance of this research problem lies in the growing use of
podcasts as a means of language instruction and the potential benefits they may offer to EFL
students.

By exploring the impact of podcasts on oral performance, this study aims to at

providing meaningful insights into their effectiveness as an educational tool. Understanding
the potential of podcasts to enhance EFL students' language skills can serve as a valuable
resource for educators and learners alike, allowing them to make informed decisions
regarding the integration of this technology into language learning programs. To conduct this
research, various factors will need to be considered. Firstly, the selection of appropriate
podcast materials for learners at different proficiency levels and the development of strategies
for effectively incorporating podcasts into language instruction will be paramount.
Additionally, the study should address the relationship between podcast exposure and factors
such as learners' motivation, engagement, and self-efficacy, which may influence the impact
of podcasts on their oral performance. A reliable research methodology will be employed to
ensure the validity and credibility of the findings. This may involve the implementation of
pre-test and post-test assessments to measure the tangible impact of podcast usage on
learners' oral skills. Additionally, interviews, surveys, or focus groups could be conducted to
gather qualitative data, thereby allowing for a comprehensive examination of learners'
experiences and perceptions related to podcast usage. You shouldn’t mention this here

By thoroughly investigating the impact of podcasts on EFL students' oral

performance, this research aims to at contributing to the existing body of literature
surrounding language learning tools and strategies. The results will not only provide insights
into the effectiveness of podcasts but also shed light on the potential benefits they offer in
developing learners' oral language skills. Ultimately, this research seeks to provide valuable
guidance to educators and language learners, enabling them to make informed decisions
regarding the use of podcasts as a tool for enhancing oral proficiency in EFL contexts.

Research Question

What is the impact of podcasts on EFL students' specify the sample oral performance as a
language learning tool?

Research Variables

The Independent Variable: The Influence of Podcasts.

 The Dependent Variable: EFL Students’ specify the sample Oral Performance.

Research Objectives

1. To explore the various types of Podcasts that are popular among students.

2. To examine how podcasts impact the perspectives & experiences held by EFL
students concerning their language learning process.

3. To propose recommendations of education and curriculum developers on how to

effectively use podcasts.

Research Hypothesis

1. Null Hypothesis

There is no significant impact of podcasts on EFL students' oral performance as a language

learning tool

2. Alternative Hypothesis

Podcasts have the potential to influence EFL learners’ specify the sample oral performance
along their educational journey when used as a language learning tool.

Literature Review

Oral Performance: The Nature of Listening & Speaking Skills

Being recognized as the modern day lingua franca, English has gradually established
itself as the mother of international diplomacy (Seidlhofer, 2005). And while the demand for
teaching English as a foreign language (EFL) grew in the past few years, so was the critical
need to understand its learning process. The importance of communication within language
learning cannot be overlooked, therefore, in order to comprehend and produce English
language correctly, it is necessary to have a good understanding of its competence and skills
(Yao & Du-Babcock, 2023).

In any language learning process, there are a set of basic linguistic and cognitive skills
that any learner is acquired to master in order to communicate effectively, among of which,
listening and speaking stand on top of the list. As the two main components of oral language,
speaking and listening are described as inseparable and intertwined actions (Suvarnapheat &
Suvarnapheat, 2023). Given educational bias, speaking is addressed as a process of
producing, constructing, and sharing meaning through sets of systematic verbal and non-
verbal cues (Chaney, 1998). Similarly, Bygate (1989) defines speaking as a complex and
productive act that relies on building and distributing oral messages using knowledge of the
language and the ability to use that knowledge in a variety of context.

While speaking is regarded as a structured and reactive product of a one’s thoughts,

expressions, and ideas (Brown, 1994), listening on the other hand, is viewed as a process of
interpreting and analyzing meaning. In spite of being the most important communication skill
in both daily life and academic context, listening has notably received insufficient attention
within language teaching curriculum compared to the other three main skills (Ramadhani,
Noni, & Tahir, 2022). This emphasis is driven by the recognition that listening as a skill may
be easy to miss because of its silent nature. However, this perspective changed radically once
listening came back to spotlight in the past decades when several language acquisition
theories emphasized its importance and how it functions as a predictor to aural performance.

Similarly to speaking, Cross (1992) states that most language learners are set to
acquire pronunciation, syntax, vocabulary, and even fluency when they practice active
listening. Richards and Renandya (2002) note that a large amount of non-native speakers tend
to focus more on their oral performance to increase their proficiency. As a result, many
language teachers devote much time and energy in developing their students’ speaking and
listening skills using alternate ways. Subsequently, podcasts as a captivating medium has the
potential to meet both of requirements.

Podcasts and the Notion of Podcasting

The word podcast was introduced for the first time in 2004, and while many might
presume that it is a relatively recent invention, the notion of podcasting has roots dating back
to the 1980s (Simonson, n.d). Chosen as word of the year by The New Oxford American
Dictionary in 2005 (BBC News, 2005), the term podcast is essentially a combination of two
innovative technologies; “iPod” and “Broadcast” (Jordan, 2007).

Due to its centralized and cost-free nature, this digital and audio based medium has
gained an embracing popularity in the pedagogical field of education over the past few years
(Soltikova & Haerazi, 2023). Whether through a web browser or a mobile application,
podcasts allow students to enjoy endless sets of online, episodic, and theme oriented audio
shows. Learners can monitor and control podcasts from their own personal space, and at their
own convenient time (Remadhani, Noni & Tahir, 2022).

It is important to acknowledge that teaching spoken language can encounter many

difficulties and challenges (Graham, 1997), and for this reason, educators and academics
started recognizing the potential of transforming podcasts into a successful learning tool.
Numerous studies have highlighted the benefits of integrating podcasts into educational
setting, particularly speaking, English as a Foreign Language (EFL) setting. According to
Suvarnaphaet & Suvarnaphaet (2023) the use of podcasts within pedagogical curriculum
would not just aid language learners in developing their oral performance, but also offers
them an intimate mix of authentic and native linguistic exposure.

With its ability to integrate both speaking and listening distributions into one unified
platform, this well-suited technology allows in presenting information in a more appealing,
fun and memorable way (Sam, 2016). De Los Ríos (2022) argues that podcasts can promote
cross-cultural understanding among students and can help teachers in navigating meaningful
discussions within the classroom environment. The interactive and engaging nature of
podcasting can help learners construct a deeper understanding of complex concepts, ideas,
and even cultures.

All this should not be included in a research proposal. It is included in the general
introduction of your thesis.

You missed the structure of the study and the means of research which are very important.

Where they are?

List of References

Brown, D. H. (1994). Principles of Language Learning and Teaching. Englewood Cliffs:

Prentice Hall Regent.

Cross, David. 1992. A Practical Handbook of Langauge Teaching. Ed. C. Vaughan James.
London: Prentice Hall International.

Chaney, A. L. (1998). Teaching Oral Communication in Grades K-8. Boston: Allyn &
Bacon. 3.

De Los Ríos, C. V. (2022). Translingual Youth Podcasts as Acoustic Allies: Writing and
Negotiating Identities at the Intersection of Literacies, Language and Racialization. Journal
of Language, Identity & Education, 21(6), 378–392.

Field, J. (1998). Skills and strategies: towards a new methodology for listening. ELT Journal,
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Graham, S. (1997). Effective Language Learning: Positive Strategies for Advanced Level
Language Learning. Clevedon: Multilingual Matters.

Horwitz, E.K., Horwitz, M.B., & Cope, J.A. (1986). Foreign language classroom anxiety. The
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Jordan, M. (2007). What a podcast is and everything you need to know about podcasting.
Technology in Education.

Nowrouzi, S., Tam, S.S., Zareian, G., Nimehchilsalem, V. (2015). Iranian efl students’
listening comprehension problems. Theory and Practice in Language Studies 5(2), 2-4.

Ramadhani, N.S. Noni, N. & Tahir, M. (2022). Students’ perceptions in using podcasts as a
medium to improve listening skill. Journal of Technology in Language Pedagogy, 1(2), 1-2.

Richard, Jack C and Willy A. Renandya ed. 2002. Methodology in Language Teaching. An
Anthology of Current Practice. Cambridge: Cambridge University Press.

Sam, D. P. (2016). Natural Approach of Teaching English Language on a Flipped Classroom

Platform to Tertiary Level Engineering Learners. International Journal of Educational
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Simonson, M. (n.d). Podcasting …or “seeds floated down from the sky”. Distance Learning,
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Seidlhofer, B. (2005). Key concepts in ELT: English as a Lingua Franca. ELT Journal, 59(4),
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Sotlikova, R. & Haerazi, H. (2023). Students’ Perceptions towards the Use of Podcasts in
EFL Classroom: A Case Study at a University of Uzbekistan. JOLLT Journal of Languages
and Language Teaching, 11(3), 2.

Suvarnaphaet, K. M. and Suvarnaphaet, P. (2023). Use of podcasts to develop students’

speaking skills. Humanities, Arts and Social Sciences Studies. 23(1), 18.

Wordsmith hail podcast success. (2005, December 7) BBC News.

http://news.bbc.co.uk/2/hi/technology/4504256.stm

Yao, Y., & Du-Babcock, B. (2023). English as a Lingua Franca in Mainland China: An
Analysis of Intercultural Business Communicative Competence. International Journal of
Business Communication, 60(1), 3–23.