Juan Carlos Domínguez López was born on March 4th, 1965, in Havana, Cuba. In 1998 he enrolled at Varona Pedagogical Sciences University in Havana, where he earned his bachelor´s degree. He has worked at all levels of the Cuban education system, including designing TV lessons for primary schools. In 2004, he joined Havana Medical University where he holds the Associate Professor teaching rank. Email: Juank650304@gmail.com

Alina González Hourruitiner was born on January 25th, 1978, in Havana, Cuba. In 1995 she began her studies at Varona Pedagogical Sciences University in Havana earning her bachelor´s degree. In the year 2000, she joined Havana Medical University where she is working at present with the Assistant Professor Teaching Rank. Email: geralidani2010@gmail.com

Arelis Tamayo Verdecia was born on August 20th, 1973 in Havana, Cuba. She entered the Varona Pedagogical Sciences University in 1991, earning her bachelor´s degree. She has worked in Secondary School and since 2005, she is working at Havana Medical Sciences University where she has obtained the Assistant Professor teaching rank. Email: arelistverdecia73@gmail.com

Sponsoring institutions

Enrique José Varona Pedagogical Sciences University, Havana, Cuba

Havana Medical Sciences University, Havana, Cuba

 

Introduction

Today, we are living in a visual oriented world. Films, videos, and television, capture audiences not only for entertainment but also in the field of education. While the benefits of utilizing these media have gained widespread recognition in the EFL context, what about listening? What about immersing our students in the fascinating world of sounds? What about introducing them to a world of variety, reality, diversity, authenticity and endless possibilities through the sheer magic of sound?

 In a previous article published in HLT (https://www.hltmag.co.uk/dec24/), we covered the use of radio as a powerful tool for teaching, including an example of a radio section aimed specifically at enhancing knowledge and culture of the English language. This time, we will expand on audio based possibilities, focusing on the use of new technologies and the opportunities they present.

We all know about the difficulties associated with videos and all they imply, however, most have to agree that the use of audio files not only enhance language skills development but incorporates culture as well, provides exposure to a wide variety of native speakers of English and an opportunity to study both language and cultural features in context in a less complex technological manner.

The purpose of this article is to outline the use of audio podcasts in EFL and illustrate their implementation in classroom activities designed primarily for the development of speaking, listening, and writing skills.

 

Development

Audio podcast are very good tools for language learning. Their benefits are numerous: they are diverse, add an extra dimension to real life and provide a rich variety of cultural experiences. Another important value is that they offer students natural exposure to a wide variety of authentic speech forms not typically found in traditional classroom environments. These values, among others analyzed below, have a powerful motivational impact on students during both the listening process and the accompanying activities.

Using audio podcasts allows students to explore various aspects of a given thematic topic. The content provided is not merely something with which to practice language, rather, language becomes the vehicle with which to explore content.

The benefits of using audio podcast in the EFL classroom are many, but it is important to remember that this medium should be viewed as a means to an end, rather than an end in itself. Podcasts are the door for subsequent language use, serving as highly effective springboards for language production and practice.

 

The teacher´s role

An effective teacher’s role is fundamental. The integration of audio podcasts requires careful attention. If appropriately used, they are powerful classrooms resources.

Podcasts should be viewed as classrooms tool, they are not a substitute for the teacher. It is the teacher’s responsibility to promote active listening from the beginning of the lesson. Since students are not always accustomed to listen to podcast as a teaching tool, the instructor must ensure that students understand the instructional objectives of the listening task from the outset.

The systematic use of this tool demands a substantial time commitment on part of the teacher. It requires pre listening selection and careful lesson planning so the teacher will be able to create defined effective exercises and activities to complement the audio. This ensures that students gain confidence and feel in control of the medium. Crucially, the audio files must be sufficiently comprehensible for students to complete the language related tasks. Let’s remember that an audio activity can be considered appropriate, even if it only requires students to process small portions of the total content.

 

Selection criteria

The selection of audio podcast is also critical. Depending on student’s proficiency levels, a variety of listening genres can be used effectively in the classroom. Selection is further influenced by the fact that each audio file will dictate different types of activities, requiring careful planning on the part of the teacher.

Podcasts can be linked to the syllabus in various ways: by grammatical structures, communicative functions, or thematic units.

Considering the length of the audio files is a key point due to factors such as cognitive processing, information retention, memory, classroom scheduling, equipment availability, course objectives, and student’s proficiency level. On average, classrooms listening sections last between 20 and 30 minutes, although there are proponents of 12 to 15 minutes duration sequences. What is important is that the audio podcasts must be long enough to convey meaningful content,  but also short enough to leave sufficient classroom time for pre listening and post listening activities.

 

Classroom activities

To fully exploit audio podcasts and listening in the classroom, we should integrate pre listening, while listening and post listening activities into the lesson. A teacher may choose to integrate all three stages in a given lesson, while planning only two for another lesson. Below are some standard communicative activities that teachers can adapt based on students’ needs, age, and instructional objectives.

1 Pre-listening activities: Preparing students to listen.

There are specific goals that should be achieved before students attempt to listen to any audio file. These include:

Motivation. It is very important that students are motivated before they begin to listen. Teachers should select interesting files and design engaging, curiosity inducing tasks.

Contextualization: Listening to an audio recording in a classroom can be an artificial process. The text has been taken from its original environment and we need to design tasks that will help students to contextualize the content, activating their scheme to help them understand the text.

Preparation: Covering specific vocabulary or expressions that students will need. It is important that we cover this before they start to listen.

Examples of pre listening activities

1. Students interviews
2. Problem solving tasks
3. Discussion on the audio podcast title
4. Brainstorming activities
5. Audio recording summary
6. Information gap tasks
7. Dictionary work

2 While listening activities: Focusing attention and guiding comprehension.

To develop their listening skills, students will need to listen to a number of times (3 or 4 times usually works fine)

The first listening task should be quite easy to help them to get a general understanding. Maybe a single question is enough, no putting them into much pressure.

The second listening demands a greater and more detailed understanding of the text but keep in mind that long responses as they listen can be very demanding , keeping the tasks to single words could work better.

The third listening task could just be a matter of checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.

Examples of while listening activities:

1. Directed listening
2. Information gathering
3. Listening interruptions
4. Second listening
5. Third listening

3 Post listening activities: Integrating learning into real life.

Post listening tasks generally take two forms:

Reaction to the text: This could be a discussion as a response to what they have heard or it could also be some kind of reuse of the information they have heard.

Analysis of language: It is to focus students on the linguistic features of the text. It could take the form of an analysis of verbs forms from a script of the listening text or vocabulary or collocation work.

Examples of post listening activities:

1. In class interviews
2. Summaries
3. Alternative endings
4. Discussion
5. Comparisons
6. Agree/Disagree activities
7. Paragraph organization
8. Using notes for writing practice
9. Role plays
10. Debates

 

Other considerations: Music

The activities listed above represent a sample of classrooms activities that can accompany audio podcasts. Recognizing the needs of the students and having clear instructional objectives will allow us to take the best of these and other activities.

However, we also have a very important, motivating and encouraging tool at hand: music. Despite the powerful visual impact of modern music videos, the art of listening to sounds and lyrics alone offers an exceptional opportunity to enhance pronunciation, vocabulary and rhythm. Naturally, songs must be carefully selected based on our learning goals.

Music is motivating, it reflects feelings and mood. It is a powerful tool for keeping our students motivated. What could be better than using audio files full of music with relevant meaning? Music our students can enjoy, feel and learn through the magic and vibration of sounds and listening effects. Since students are not always used to hearing songs in the classroom, we can create an environment where they listen to, and even sing along with a song routine at the beginning or end of the lesson. It is definitely a good motive to get closer to our students and a unique and very singular way of sharing and learning with them.

Example of a lesson sequence using a song:

Pre listening

Students describe one of their favorite songs and what they like about it.

Students predict some words and expressions that might be in a love song.

 

While listening

Students listen and decide if the song is happy or sad.

Students listen again and order the lines of verses o verses the song.

Students listen again to check the answers or read a summary of the song with errors in and correct them.

 

Post listening

Focus on content

Write a review of the song to share with a friend.

Write another verse for the song.

Students find new words in the song and find out what they mean.

 

The golden classic: Radio

Last but not least, we must recognize radio. This is a traditional way of communication and also a powerful and easily accessible teaching tool that we discussed in a previous publication. Listening to the radio is an excellent way to improve English skills.  Key advantages include:

 

1 Improving listening comprehension

•  Exposes learners to natural speech patterns, accents and different speaking speeds.
•  Helps them adapt to connected speech (as in real conversation)

 

2 Expanding vocabulary and idiomatic expressions

•  Introduces slangs and common phrases used by native speakers.
• Exposes students to both formal and informal language like in news, talk shows and interviews.

 

3 Enhancing pronunciation and intonation

•  Students learn correct pronunciation and natural rhythm by listening to native speakers.
• Listeners can mimic intonation and stress patterns from fluent speakers.

 

4   Exposure to different accents and dialects.

•  Helps listeners to understand various English accents (UK, US, Australia, etc.).

 

5 Staying informed on current affairs.

•  Allows learners to learn formal English while staying informed.

 

6   Building focused, contextual understanding.

•  The lack of visuals trains your brain to understand meaning from context.

 

Tips for effective learning English through radio in EFL Classrooms.

Listen actively (students take notes on new words)

Repeat phrases (to practice pronunciation)

Start with slower paced programs (news for learners before moving to fast paced talk shows)

Radio is a convenient and free learning tool. Students can listen anytime, while doing other activities in or outside the classroom. There are many radio stations offering podcasts available to download, allowing offline listening or streaming as they prefer.

 

Conclusions

Podcasts are widely recognized as powerful communication media. We have seen how audio files, recordings or as we emphasize in this work, audio podcast can greatly enhance and diversify a second language curriculum. With careful selection and purposeful planning, audio podcasts can motivate students and facilitate language learning. Integrating pre listening, while listening and post listening activities into the lesson encourages natural language use and language skills development, making audio files indispensable pedagogical tools.

Through the magic of sound, we can help our students develop deep concentration, absorb them in a world of voices and sounds, and stimulate their imagination. They will discover that there are “images” far beyond mere viewing. The experience is rewarding, not only for the students but also for teachers who will enjoy witnessing their progress.

 

References

Brand, Klaus (2021) Developing listening skills. Putting principles to work. University of Washington, USA

Singh, Danny (2017) The power of music in learning. HLT, vol. 19 Issue 6

www.teachingenglish.org.uk. (2025) N1. Listening and empathy. Planning a listening skills lesson.

Khalifa, Tiba (2024) Deep listening: A transformative experience.www.britishcouncil.org/voices-magazine

Kasriel, Emily (2022) Are you listening? But are you really listening? www.bbcworldservice.com

Austin, Heather (2025) Quick listens as listening fluency practice in the EFL classroom. HLT April 2025, issue2

 

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