Audio Recordings for Teaching English as a Second Language

Introduction

The trends in the field of English Language Teaching (ELT) have changed considerably in the modern era. While people in earlier times learned a language primarily to read its literature, today a language is learned to gain communicative skills. In keeping with these shifting trends, educators have also adopted new methods of teaching English as a second language. Advancements in technology have aided the use of multiple modes of instruction beyond the traditional textbook (Peregoy & Boyle, 2013). Among these modes, audio recordings stand out as a widely used method. Audio recordings can deliver lessons and make learning more engaging. The central question this paper addresses is whether audio recordings are an effective way of teaching English as a second language.

Review of Research on Audio Recordings in Language Learning

In 2008, Lord carried out a small study involving 16 students who received Spanish lessons with the help of audio recordings in the United States. She found significant improvement in her students following the lessons, with pronunciation improving considerably as a result of the audio instruction. A similar study was conducted by Ducate and Lomicka (2009); however, their results were less pronounced. Nonetheless, students responded positively to this new method of language learning.

Abdous, Camarena, and Facer (2009) conducted a survey across eight different language classes and concluded that the use of podcasts had a very positive effect on students' skills. Audio recordings proved to be a helpful tool that improved students' speaking, listening, and reading abilities. A subsequent study by Abdous, Facer, and Yen (2012), conducted across 27 language classes over three years, found that the way audio learning is integrated into the curriculum has a notable effect on students' grades.

Limitations and Responses to Criticism

Some researchers have reported contradictory results and argue that audio-based language learning has significant limitations. In particular, while it delivers audio input, it lacks a vital element of language acquisition: interaction (Rosell-Aguilar, 2013). However, it has been established that audio lessons can be accompanied by supplementary resources that encourage interaction — such as transcripts and print exercises. In more advanced learning contexts, educators can incorporate quizzes and discussion forums, or leverage applications on devices such as smartphones and tablets. Moreover, when audio learning is integrated into the classroom rather than used individually, interaction can be fostered through activities such as reporting, summarizing, discussing, and comparing and contrasting material collectively.

Conclusion and Recommendations

According to Abdous et al. and Kashdan (2012, 2006), it is vital that language teachers regularly provide their students with audio resources during both intermediate and advanced level lessons. Only in this way will students be able to develop genuine comprehension of the language. Written material such as notes alone cannot be relied upon for effective language learning, because mastering a language requires covering all of its dimensions. Students cannot achieve fluency by learning only to write or read a language. Since learning in the modern era is oriented toward developing communicative competence, the most crucial skills to develop are listening and speaking.

Due to ever-increasing globalization, different communities interact with one another with greater frequency, making it necessary to remove language barriers by learning languages beyond one's mother tongue. Students therefore need to learn how to speak, listen, write, and read in a new language. Teachers should incorporate audio recordings into their lessons so that intermediate and advanced students can improve their verbal skills and pronunciation. Recordings should also be made available to students outside of class so they can review past lessons at their own pace and reinforce their learning.

References

Abdous, M., Camarena, M. M., & Facer, B. R. (2009). MALL technology: Use of academic podcasting in the foreign language classroom. ReCALL, 21, 76–95.

Abdous, M., Facer, B. R., & Yen, C. (2012). Academic effectiveness of podcasting: A comparative study of integrated versus supplemental use of podcasting in second language classes. Computers and Education, 58, 43–52.

Ducate, L., & Lomicka, L. (2009). Podcasting: An effective tool for honing language students' pronunciation? Language Learning & Technology, 13(3), 66–86.

Gottlieb, M. (2006). Assessing English language learners: Bridges from language proficiency to academic achievement. Corwin Press.

Kashdan, S. (2006). Using an audio recorder in lessons for new English learners who are blind or have low vision. Workshop document, Kaizen Program for New English Learners with Visual Limitations, Seattle, USA.

Lord, G. (2008). Podcasting communities and second language pronunciation. Foreign Language Annals, 41(2), 364–379.

Peregoy, S., & Boyle, O. (2013). Reading, writing, and learning in ESL: A resource book for teaching K–12 English learners. Pearson Education.

Rosell-Aguilar, F. (2013). Podcasting for language learning through iTunes U: The learner's view. Language Learning & Technology, 17(3), 74–93.