Journal of Applied Linguistics and Language Research

Volume 2, Issue 4, 2015, pp. 207-221

Available online at [Link]
ISSN: 2376-760X

Podcasting: Past Issues and Future Directions in Instructional

Technology and Language Learning

Sajad Faramarzi
Young Researchers and Elite Club, Karaj Branch, Islamic Azad University, Karaj, Iran

Akram Bagheri
M.A. Linguistics, Shiraz University, Iran

Abstract
Podcasting has been regarded as an innovative method in language learning and instructional
technology which offers more flexibility and portability of language materials. The present
study sought to investigate the role of podcasting technology in different domains of language
learning and teaching by reviewing the previous research projects and offering new directions
for future studies. Podcasting allows language learners and curriculum developers to broaden
the learning style alternatives in a more friendly way by getting immeasurable access to
teaching/learning resources. However, implementing this type of technology is not without its
difficulties which are needed to be addressed more extensively. Various possible ways of
utilizing this technology and different attitudes towards this are mentioned in detail. In
conclusion, some future potential trends and recommendations are offered for those
researchers interested in podcasting research.
Key words: podcast, podcasting technology, RSS feed, vodcast, subscription, videocasting

INTRODUCTION

Podcasting is viewed as a groundbreaking medium of technology which includes different

application series such as video, audio, digital radio, digital TV, pdf files, and
presentations. These podcasting services can be downloaded by a computer device or a
mobile phone. Moreover, Podcasting has a range of different dynamics and ongoing
educational functions. Currently, many institutions use podcasting system as a method to
facilitate the teaching-learning delivery. In fact, what podcasting system actually delivers
is providing RSS (Really Simple Syndication) feeds which are automatically updated by
their subscribers. (McCombs & Liu, 2007). What podcasting offers particularly is the ease
of application in which users can get access to the downloaded materials at their
convenience. In many institutions, e.g. The University of Huston, a group of experts
participated to ascertain the quality of educational podcasting service and its content
delivery. Similarly, according to the report by Duke University (2005), Students

Corresp on d en ce: Sajad Faramarzi, Email: faramarzi_sa@[Link]

© 2015 Journal of Applied Linguistics and Language Research
Podcasting: Past Issues and Future Directions in Instructional Technology and Language Learning 208

welcomed the use of podcasts in the classrooms and the principals were looking for the
ways to expand the program further. However, the podcasting system of educational
delivery is not popular in many institutions because of a fallacy which restricts the use of
this pioneering technology to possessing iPods and Mp3 devices. The use of podcasting
technology has been significantly increased since its birth. There are many reason for this
growth. Campbell (cited in Brown 2003) attributed this growth to factors such as; the
popularity of the amount of internet activities, the improvement in the broadband
technology, and the fast progression of devices like Mp3 players and iPods. Students can
always involve in the process of learning as Lim (2005) referred to this attribute as
learning ‘on the go’. Deal (2007:p3) summarized the process of creating, updating,
uploading and receiving podcasts as follows:

1. Podcast creator produces audio/video files.

2. Podcast creator generates the RSS feed files.

3. Podcast creator updates the RSS feed files.

4. Podcast creator uploads audio/video files and RSS feeds to a web server.

5. Podcast creator notifies audience of the location of RSS feeds.

6. Listener adds the location of the RSS feed to podcast aggregator software.

7. Podcast aggregator downloads the most recent episodes based on RSS feed.

8. Listener accesses podcast episodes.

In this article the researchers tried to specifically focus on three major domains of
podcasting system: 1. the required materials 2. It’s learning styles and habits and 3.
Effective learning through podcasting. Therefore, in the first part of review section, the
effect of podcasting on instructional technology has been extensively discussed by stating
the most important and updated works in this domain. In the second part of research, the
impact of podcasting has been particularly investigated on language learning. Diffe rent
constructive issues are mentioned in this section. Furthermore, the third section is
allotted to attitudes and opinions towards this technology. For the result section, some
feasible directions and recommendations are offered.

Significance of the study

Podcasting changes the study habits as many students no longer try to participate in
traditional classes, but they prefer to get in touch with the course contents virtually
(McCombs and Liu, 2007; Facer, Abdous, and Camarena, 2009). By implementing
podcasting to classroom curriculum, a major sense of flexibility is enhanced as students
will not miss any topic in case they dropped any session. Podcasting should be integrated
with normal classroom activities as it is a great approach to promote collaborativ e
learning styles. In fact podcasting makes education more portable. However, it does not
Journal of Applied Linguistics and Language Research, 2015, 2(4) 209

mean that it can replace real classes, but it can act as a medium to compensate the
classroom attendance. Students can use this technology as a supplement of the real
classes in which they can refer to the materials at any time they want. It clearly does not
encourages absenteeism (Muppala & Kong, 2007). Therefore, the supplementary
function of podcasting should be more encouraged than the substitutional. However, it is
also preferable to think of a creative function of podcasting in which students are
involved too. This technology can also be used as a tool to recruit new students (James
Tower Report, 2006). McGarr (2009) stated that podcasting can be a fruitful way of
incorporating learning materials into technological bases because of three major factors.
It enhances learning; it increases flexibility, and it increases accessibility. In spite of all
the previous efforts in the field of podcasting research, most of the se works have focused
on the overall students’ attitudes and feelings, and the amount of students’ participation.
Identifying the potential aspects of “teaching-based podcasting” can help language
educators to understand its real core competency (Harris and Park, 2007). Thus it is
necessary to review the previous studies in order to understand the current position of
this method today.

Limitations with the use of podcasting technology

The application of podcasting is not without its difficulties and downturns. As far as
implementing podcasting requires downloading the materials from the internet, it
requires sufficient internet connection speed. Whereas, mp3 format is the most prevalent
file format, it cannot yield appropriate result for hearing impaired s tudents. Likewise,
many internet users try to do podcasting in an amateur way. As a result, the quality of
speakers may not fulfill the requirements of the task. In an educational setting, professors
who wish to deliver their works on podcasting should be trained about the technology
requirements (EDUCAUSE Bulletin, 2005). The fact that students might not be familiar
with using this technology is another problem in this area. Similarly, institutions, schools
and universities should provide technical support for their users.

PAST ISSUES

Different kinds of podcasting materials

In many studies (e.g. McCombs & Liu, 2007; Friess, 2005; McGarr, 2009) different
podcasting formats have been investigated. These types include the discrete podcast
(audio-only), enhanced podcast (audio plus pictures), and video podcasts (vodcast). In a
study by McCombs and Liu (2007), students viewed podcasting materials on their iPod
and Mp3 players by 33 percent and on their computer devices by 67 percent. However,
most of the students used it for less than 5 hours per week. Most of these students
(around 34%) used podcasting in the duration of 40 minute commute between home and
school. Vodcast were the most popular in the above-mentioned study but this format of
podcasting is time consuming as it needs a lot of time for encoding, editing, and uploading
materials. One of the challenges for the students in McCombs and Liu’s study (2007) was
Podcasting: Past Issues and Future Directions in Instructional Technology and Language Learning 210

to find the best resources. Language educators are responsible to provide the best
possible resources for the students to guarantee the quality of education. In a different
report, Friess (2005) compared podcasting with video casting or vodcasting by
discussing major complications related to videocasting like video recording capacities
and whether adding video to the program will change the educational quality.

McGarr (2009) found that podcasting technology can be implemented in academic

situations in three different ways: substitutional, supplementary and creative uses.
Substitutional use of podcasting offers learners to review the recorded lectures in order
to get a better insight of what has actually been stated in the classroom. On the other
hand, supplementary use of podcasting offers providing complimentary materials to
broaden students’ understanding. However, the creative use is related to those
podcasting services generated by students.

Berry (2006) attributed podcasting with “its portability, its intimacy and its accessibility.”
As the podcasting service clearly suggests the portability of this kind of technology, many
people might think that the only viable devices are mp3 players or iPods. According to a
report (Podcasting to hit critical mass in 2010, 2005), many people used their computers
instead of their portable devices. It clearly emphasizes the point that podcasting is not
restricted to special devices and rejects the fallacy of being highly equipped in this
technology.

The effect of Podcasting on Instructional Technology

Podcasting can offer excellent support for educational and academic purposes. According
to Hargis and Wilson (2005): “podcasting can promise a unique approach to improving
foundational pedagogical approaches to information processing and conceptual learning”
(page 6). Blaisdell (2006) discussed different conditions of po dcasting in educational
environment. Like many other articles, the study emphasized the significance of training
students before introducing this technology to the instructional system. There are many
challenges in this way e.g. language teachers and practitioners should make sure that all
students are involved in the program and they have access to internet facilities. The
students should be clear about how to use this technology too. Therefore, it is necessary
to familiarize students and professors with this technology before implementing it.

The use of podcasting has also been investigated in K-12 setting (Swan and Hofer 2009).
It is particularly important to evaluate the quality of each podcasting service in order to
ascertain whether it matches the classroom setting and its activities. In another study,
Brown (2006) predominantly focused on different applications of podcasting technology
in higher education. He interestingly mentioned several reasons for using podcasting and
offered fruitful solutions to the problems in this area. Because of the great advantages of
podcasting in higher education like its portability and flexibility, many universities like
university of California at Berkely incorporated the podcasting procedure to their
medium of instruction. As mentioned in Brown (2006), in order to develop podcasting as
Journal of Applied Linguistics and Language Research, 2015, 2(4) 211

a medium of technology enhanced education in both universities and schools, several

issues like controlling the quality, providing technical support for the users and
delivering necessary training to the users must be taken into account.

Obviously creating and accessing podcasts is not an easy job for language developers and
curriculum designers. Copestake (2006) provided useful information for creating and
broadcasting podcasts. It includes valuable information for those who are fresh to this
technology.

Podcasting expertise is not just about receiving classroom lectures via downloading. In a
perfect example, Texas A & M International University (2007) incorporated podcasting
to deliver news and information for students and alumni, and to provide information on
the required softwares to use podcasting.

The issue of spending time over podcasting technology is of great importance. As Friess
(2006a and 2006b) discussed different influencing factors on the success of podcasting
technology in higher education, it is mentioned that time and effort should be allotted to
maintain the quality of podcasting service. Likewise, the future of this innovative method
is predicted to be bright and optimistic that many future talents can be discovered
through podcasting in higher education.

Further useful information can be found in Read (2007), in which he offers some
guidelines and solutions on how to implement podcasting in educational milieus. First
and foremost, the technology should be easy to use. As long as every innovative method
can sound threatening for the learners, the starting point of any podcasting service should
not be complicated. It is however, necessary to investigate students’ opinions a bout the
system by continuously monitoring the shared materials.

Podcasting technology can be pedagogically advantageous for non-native students who

may not be able to follow the pace of in-class lectures i.e. they have a great chance of
getting the podcasting materials in order to obviate the potential problems related to the
inability in comprehending the instructional materials inside the class (Muppala and
Kong, 2007). In this regard, it is also argued that podcasting can reduce the level of
anxiety (Chan and Lee 2005). William and Fardon (2007) carried out a research on
Australian university students in order to investigate how students respond to the
podcasting materials. Through a survey, it was revealed that 71% of students used it to
review the classroom materials. However, 47% of participants stated that they used the
podcasting service because of interference between their classes and 43% mentioned the
family problems as the main reason for using this technology.

The effect of Podcasting on language learning

Numerous researchers (e.g., Abdous, Camarena, & Facer, 2009; Abdous, Facer, & Yen
2012; Allan, 2007; Chan, Chen, & Dopel, 2011; Chester, Buntine, Hammond, & Atkinson,
2011; Chan, Chi, Chin, & Lin, 2011; Chi & Chan, 2011; O’Bryan & Hegelheimer, 2 007;
Podcasting: Past Issues and Future Directions in Instructional Technology and Language Learning 212

Lazzari, 2009) have studied the effects of podcasting on different aspects of language
learning.

Abdous et al. (2009) examined the use of podcasting in second language classes as a
supplementary tool to aid education. Students responded positively to incorporation of
this technology to the curriculum and the results showed that by adding this service to
instruction, students would have a chance to get the benefit of reviewing the classroom
materials more. According to this study, podcasting has superio r potentials if it is not
considered merely as a reviewing device. Most of the students were positive that
podcasting makes the course materials easier and more comprehensible. Moreover, the
same participants mentioned that podcasting is a useful tool to get feedback from the
teacher in order to complete the classroom assignments. The integrated versus
supplemental use of podcasting has also been investigated by Abdous et al. (2012). The
results comparing the two usage of podcasting were inadequate.

The practice of podcasting technology has also been used to develop vocabulary learning
and improving memorization. In a study by Allan (2007), students extensively used the
provided materials on their personal computers. The results of this study demonstrates
that without proper guidance and encouragements of teachers, students remain to be
lethargic towards using podcasting. The frequency of broadcasting materials is of prime
importance as well.

Facer et al. (2009) found that incorporating podcasting technology into classroom milieu
will result in improvement in all language skills as well as comprehension of vocabulary
and grammar rules.

Podcasting can also help organizing the language materials in different educational
contexts. Interestingly in O’Bryan, and Hegelheimer (2007) it is revealed that
incorporating podcasting to the classroom instruction can have positive pedagogical
results in a way that students can have access to the previous materials and their
summaries as well as the outline of next class presentations.

The effect of podcasting as a medium of self-study practice, as a medium for test

construction and as an integrated part of classroom activities has also been measured
through experimental studies. In spite of positive responses from students, more
research is needed to determine the educational value of this technology. (Hegelheimer,
and O’Bryan, 2009). Likewise, a study by Lin, and Chen (2012) revealed that by sending
podcasting materials to students’ devices including their smartphones, listening abilities,
the level of vocabulary and grammar knowledge have improved considerably. The result
of this study was confirmed by post-test results after starting the experiment. However
in a different experiment, Palalas (2009) revealed that implementing podcasting skill will
result in rote memorization of vocabulary. In this work, despite positive feedbacks from
students, little amount of peer connection was observed between participants. Palalas
(2011) also found significant progress in listening ability of langua ge learners using iPod
Touch programs. In spite of this advantage, internet connection and the cost of devices
Journal of Applied Linguistics and Language Research, 2015, 2(4) 213

were regarded as the inhibiting factors. However, podcasting technology needs time to
reveal its educational identity. Ducate and Lomicka (2009a) revealed that despite
students’ positive feelings towards podcasting but the “16-week long treatment” was
probably not enough to improve the pronunciation level of students.

In another research, Perez, Vigil, Níkleva, Jimenez Jimenez, Lopez-Mezquita Molina, Del
Pino Morales, and Sanchidrian Rodriguez (2011) conducted a study to investigate the
adequacy of podcasting technique on listening comprehension proficiency and its greater
impact when it is associated with Blogging. The results revealed that most of the
participants were involved in cooperative online interaction. They also demonstrated
satisfaction concerning the program. Dale (2007) underscored several strategies for
podcasting to support language learning:

1. Engage the listeners by providing examples, photos and video materials. These
features will enable learners to reflect on the podcasting materials.
2. Introduce it gradually to the learners. It might take some time to understand all
potential areas of podcasting.
3. Use chapters to help learners understand different parts of the website.
4. Provide high quality audio and video materials.
5. Be cautious about the copyright
6. Provide technical supports to students who might have some problems using the
podcast.

Likewise, Griffin, Mitchell, and Thompson (2009) showed that Synchronous use of
podcasting with photo slide presentation and video files can yield far better results
comparing to asynchronous use. Podcasting should not foster inactivity and it should not
lead students to be passive. (Garrison and Akyol, 2009; Scutter, Stupans, Sawyer, and
King, 2010). It is necessary to monitor students in order to see the podcasting effect on
the amount of interaction. Educational-based podcasting undoubtedly maximize the
amount of student-teacher interaction (Harris and Park 2008). In an interesting
comparative study, McKinney, Dyck, and Luber (2009) found that students received
podcasting service scored much higher comparing to those in a traditional class. It should
not however, substituted for the real classes. Students can benefit from the real lectures
and they can refer to the lectures at any time they like. Also, Fernandez, Simo, and Sallan
(2009) stated that podcasting should be considered as a complimentary tool not a
substitutional one. Additionally, it should maximize the amount of interaction between
the teacher and the students, as well as among the students.

Learners’ attitudes and perceptions towards podcasting

Learners’ attitudes and opinions towards podcasting were mainly positive in which
students believed that this equipment can be constructive and supportive if it mingles
judiciously into language learning environment. (Martin and Beckmann, 2011; O’Bryan,
and Hegelheimer, 2007). Analyzing students’ knowledge about podcasting and their
attitudes and opinions are of paramount significance. In many cases (e.g. McCombs and
Podcasting: Past Issues and Future Directions in Instructional Technology and Language Learning 214

Liu, 2007), it assures the quality of course content which is presented in the curriculum
design. Furthermore, a successful use of podcast has revealed itself as a result of receiving
constructive feedback from students. Most of the students responded positively towards
integrating podcasting materials into course contents. As long as students use their
portable electronic devices for listening to music and playing games every day, the same
kind of strategy i.e. using podcasting method can be applied in order to motivate them to
study and engage in a communicative and interactive teaching learning experience.

Chester et al. (2011) found that podcast users were reported to have a higher level of
academic self-efficacy compared to non-users. By conducting a survey, they measured
students’ attitudes towards using podcasting service and they found some interesting
reasons which students have provided on open-ended questionnaire. Those who used
podcasting stated that it can help them revise for their exams, and revisit the complex
materials. Additionally, it is really beneficial to compensate the classroom absence as they
can recapture the materials at any time. However, non-users have also provided some
reasons for not using the technology. For the main reason, they preferred face -to-face
lectures to a virtual classroom. Furthermore, some of the participants casted doubt on
how to use the files. Even some said that nobody has told them about the ex iting files. It
clearly highlights the significance of educating and training students on how to
implement the podcasting technology. Moreover, the case study by Monk, Ozawa, and
Thomas (2006) on Japanese students regarding the use of iPods in English lang uage
education confirms the fact that without training, students were remained oblivious to
the educational purpose of podcasting.

In one study, it was made clear that the availability of podcasting technology is not
enough to ascertain its educational benefits. Carefully selected materials should be
included within a comprehensive plan in order to expect the desired purposes (Murphy -
Judy, 2011).The amount of participation was also outstanding. As a result, 70% of
Students were reported to use podcasting during and after the semester. In a similar
study by Chan et al. (2011a), podcasting proved to be really useful for students learning
German language. Students found this innovation convenient for language learning in
general and test preparation in particular. Also, Mp3 devices were not considered to be
the sole device for using the technology for example in Chan et al. (2011a), 70% of
students received the materials from their personal computers rather than Mp3 devices.
Equally in another study by Ducate and Lomicka (2009b), students were positive and
satisfied with podcast-embedded education. In this query, almost all of the students
received the podcasting materials on their Pcs. Therefore, it is a fallacy that using podcast
has been restricted to particular devices like MP3s and iPods.

In a further study, Chan et al. (2011b), investigated students’ attitudes towards

podcasting. Two groups of Korean and Chinese L2 learners were selected. Different
statistically significant results were found from two groups which can be attributed to
different factors. The differences between the two groups were mainly because of: “1.
Differences in the podcast objectives and learning motivation; 2. Relevance of podcast
Journal of Applied Linguistics and Language Research, 2015, 2(4) 215

design and topics; 3. Teacher encouragement; and 4. the experience of mobile learning.”
(p. 327). In addition, it is necessary to match students’ needs and expectations with length
and frequency of podcasting materials.

The use of podcasting technology also enhances students’ engagement in both language
and culture-based tasks by stimulating collaborative activities in which students have a
limitless access to their required information (Summerfield, 2011).

Troubleshooting is another facet for this technological innovation. Students can

concentrate on the problematic areas by repeating the episodes. For instance, Muppala
and Kong (2007) analyzed students’ responses to the integration of podcasting to
language learning program. The amount of participation were satisfactory as 70% of
students used the downloading materials. Most students particularly focused on those
parts of the lecture in which they had problems with. This clearly shows that the
technology can be considered as a great troubleshooting stratagem. As far as in this study
students had the problem of matching the lecture sections with the related slides, some
of them prefer to use the synchronous audio and slide show which undoubtedly, can be
implemented only on computers. Podcasting can help students to read the materials
again especially before the exams. As a result they become confident that if they ever
encounter a problem, they can refer to their downloaded podcasts again. Therefore, the
judicious use of podcasting expertise can offer valuable support for students with
learning problems.

Some researchers (e.g., Baird and Fisher, 2006; Hargis and Wilson, 2005) claimed that
this technology can help students to reflect on the language learning process. This can
significantly result in monitoring the progress of the language learning process.

The online milieu has always been regarded as a major challenge for language teachers
and educators as it creates a gap between learners involved in the learning experiment,
the teacher and the rest of the class. Bolliger, Supanakan, and Boggs (2010) used three
types of podcasting i.e. audio-only, with a still image, and video podcasting. They argue
that podcasting is a great technique to minimize the distance between learners, teachers
and the peers. As a result, students became motivated to pursue the language class.

In a different study, Lawlor and Donnelly (2010) emphasized the supplementary use of
podcasting by mentioning some drawbacks about podcasting. The study even
demonstrated that students were less likely to participate and interact in classes which
were recorded for the purpose of podcast. It is concluded that the selection of podcasting
materials should be carefully made. Podcasting have also proved to be interesting since
some learners prefer to revise the learning materials via listening rather than mere
reading materials. (Putman and Kingsley, 2009). Lonn and Teasley (2009) also confirmed
that most learners use podcasting to review the previously mentioned ideas in the
classroom lectures. The fact that students download the materials during the semester to
revise the materials shows that this technology does not encourage them to miss the
classes. However, there is doubt whether podcasting can improve the teaching style.
Podcasting: Past Issues and Future Directions in Instructional Technology and Language Learning 216

RESULTS AND FUTURE DIRECTIONS FOR FUTURE RESEARCH

As the speed of the internet has been a major challenge in downloading different
podcasting materials (McCombs & Liu, 2007), it is strongly necessary to provide high
speed internet connection for the students. Therefore, the students will not be hindered
to receive interesting files with bigger extensions due to limitations on internet speed.

Based on the limitations in the previous studies, Language learners should be provided
with:

1. Useful educational RSS feeds.

2. Clear and necessary instruction to use the feeds through a comprehensive co urse
syllabus.
3. Motivation and encouragement to use the podcasting technology by raising their
awareness on its educational benefits.
4. Outlining the podcasting materials by including summarized materials, and the
outline of future class presentations.
5. Supplementary materials like graphs and figures for audio -only podcasts in order
to understand the content of the lectures better.

Furthermore, as students have different learning styles and strategies, different formats
of podcasting should also be provided e.g. video podcast, audio-only podcast, or enhanced
one. These variations enable can enable students to accommodate their needs with
different learning strategies.

As Lee and Chan (2007) previously mentioned podcasting facilities can significantly
improve students’ understanding of the subject matter, this type of technology -based
education can be considered as a tool to clarify that particular subject matter. Students
can always receive support about what they have learnt. Additionally, they can receive
proper guidance on how to tackle the future problems.

Professors who wish to deliver their lectures through podcasting technology should also
consider the quality of speech and the supplementary files as well. This needs careful
selection of materials inside the class. Additionally, podcasting must motivate students to
be more independent. The purpose of podcasting is for students to share learning
experience with each other (Mansfield University Report, 2007). That means, student
should continue their experience with their peers. More research is needed to measure
the correlation between using podcasting technology and the degree of students’
independence. As stated earlier, in order to motivate students, it is necessary to include
a variety of different materials (O’Bryan, and Hegelheimer, 2007) Students will be more
encouraged if they know the content of classroom materials and the content of future
sessions beforehand. In this way; firstly, they can prepare themselves for future classes;
and secondly, they would have a desire to follow the podcasting sessions. As previously
mentioned in Putman and Kingsley, 2009), students will be more encouraged to use
interesting podcasts, it is necessary to carefully devise websites for podcasting service,
Journal of Applied Linguistics and Language Research, 2015, 2(4) 217

free of background noise. Therefore, teachers should focus on those aspects which might
attract students’ attention.

Most students have mixed feelings about the use of podcasting and they generally believe
that the only prevalent application of podcasting is to downlo ad and to listen to the music.
As many researchers (e.g. Blaisdell, 2006; Brown, 2006; Monk et al. 2006) previously
highlighted the significance of training students about the educational purposes of
podcasting, it is obvious that implementing this kind of technology requires a clear and
structured teaching style and teachers should start introducing it to students whenever
they are ready. (Walls, Kucsera, Walker, Acee, McVaugh, and Robinson, 2010)

As length and the frequency of podcasting has long been deb ated by some researchers
(e.g. Chan, Chi, Chin, and Lin, 2011), it is important to conduct comparative studies in
which different podcasting lengths should be correlated with students’ performance.
Likewise, frequency of podcasting materials is another issue which needs to be
investigated more thoroughly.

Future research should particularly focus on students’ use of podcasting technology by

finding their preferred ways of incorporating this into learning syllabi. It is necessary to
monitor students by receiving feedback from them on how they use this technology.
Obviously, the effective use of podcasting along with students’ satisfaction should not
hinder us to investigate its outcome on language learning proficiency. Teachers should
meticulously control the impact of podcasting on language learning in general and
students results in particular. More research is needed to analyze the effect of podcasting
on students’ scores.

It is necessary for the students not to miss the real traditional classes. Instead, they can
benefit from both real lectures and the recorded podcasting materials for problem -
solving purposes. More research is required to compare the result of students using the
podcasting materials with those merely working on traditional lectures. It is also
necessary to investigate whether podcasting has a similar effect on improving all
different class.

The creation, updating, uploading, and maintaining the RSS feeds for podcasting
production is not without cost (Morales & Moses, 2006).Universities and Higher
education institutions can use this technology as a venue for their advertisements and
introducing themselves, their curricula, and their prospectuses along with podcasting
materials.

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