Podcasts and Videocasts as a Means of Interactive Communication in

Teaching Foreign Language

Zulfizar Karimova

Uzbekistan State World Languages University, Tashkent, Uzbekistan

Keywords: Foreign Language, Internet Technologies, Intercultural Competence of Students, Podcasts, Videocasts,

Multimedia, Communication.

Abstract: Modern communicative methodology of teaching a foreign language with the help of such type of multimedia

as podcasts and videocasts reflect in this article. Moreover, this paper focuses on the issue of influencing

contemporary multimedia on different aspects of learning foreign language, namely mastering all types of

speech activity, as well as the culture of oral and written speech, rules and ways of using language in different

spheres of communication, and is a combination of many methods and educational techniques, including

modern pedagogical technologies.

1 INTRODUCTION

At the present stage of economic and scientific and

technical progress in Uzbekistan, the need for highly

qualified specialists in all branches of knowledge,

fluent in foreign languages, has greatly increased in

all fields of knowledge and proficient in foreign

languages.

The expansion of international relations requires

the ability to communicate in the language of the

country with country's language. Both in society and

in education there is an intensive development of

communication practices, the development of

information technologies, computerization of not

only professional, but also everyday life and

recreational environment. The emergence of the

Internet and cellular communication makes

information and communication technologies into an

attribute of life for most members of society. At the

present stage, the state order for specialists is

changing, speaking a foreign language. Increased

requirements are imposed on them, which include

three interrelated components – communicative

competence, ability to carry on a conversation within

the framework of the chosen specialty, as well as

acquisition of computer literacy skills as a user

capable of retrieve foreign language information

competence (Joynes et al., 2019)

https://orcid.org/0000-0003-1160-745X

Language and language education are the most

important tools for successful human’s life in a

multicultural community of people, a means of

communication between specialists of different

countries, a part of culture. Knowledge of foreign

language acquires special relevance for young

students mastering a particular profession and

competence in the chosen specialty. Training of

educated and intellectually advanced generation as

the major condition of development and

modernization of the country.

In the education system, we place a high value on

students not only have a broad knowledge and skill

set, but also that they must learn foreign languages as

the most important prerequisite for active

communication with one's peers, for a broad

knowledge of everything that is going on in the world.

Modern communicative methodology of teaching

a foreign language provides the formation of

linguistic (language) and communicative (speech)

competence associated with mastering all types of

speech activity, as well as the culture of oral and

written speech, rules and ways of using language in

different spheres of communication, and is a

combination of many methods and educational

techniques, including modern pedagogical

technologies. One of the main goals - teaching

professional communication skills - can only be

achieved with the obligatory interaction of

498

Karimova, Z.

Podcasts and Videocasts as a Means of Interactive Communication in Teaching Foreign Language.

DOI: 10.5220/0011366100003350

In Proceedings of the 5th International Scientiﬁc Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 498-506

ISBN: 978-989-758-600-2

encyclopedic, linguistic, and interactive aspects

(Dorn et al., 2021).

When forming communicative competence it is

necessary to educate an active personality, capable of

ensuring adequate intercultural communication and a

dialogue of cultures. A person who has developed

skills of communication in a foreign language is

characterized by looseness, ease of communication,

natural self-confidence. Consequently, the main thing

in teaching a foreign language language, as well as

other disciplines, is to achieve the development, self-

development, professional competence.

2 INTEGRATING

COMMUNICATIVE AND

CONVERSATIONAL MODELS

Obviously, defining speaking skills, is remarkable.

However, these classifications can be improved by

integrating them into a model of communicative

competence adapted for speaking and addressing

production skills. Confirming this fact there is a need

for an updated and explicit description of language

teaching areas generated with reference to a detailed

sound model of communicative competence.

Moreover, the communicative competence models

are highly useful in determining the definitions of

what is and what is not intended to be assessed in a

particular assessment procedure. What this means is

that a sort of integration should be brought about

between conversational models and communicative

competence models. The skills adopted in the present

study are mainly based on Canale & Swain and

Bachman communicative competence models (Khan,

& Tas, 2020).

However, some skills are drawn from conversational

models to cater for the gaps in the communicative

competence model and to enrich its underlying

competences with further details and skills. In other

words, all the models presented are benefited from to

determine the identified speaking skills. Thus, a clear

investigation of the communicative competence

model underlying skills in terms of speaking and how

this relates to conversational skills models is

necessary. Procedurally, based on the communicative

competence model, Scarcella & Oxford defines the

skills underpinning speaking competences in the

following figure:

These four competences are not mutually

exclusive but they overlap and the current study

defines the subskills under each competence,

according to the previous taxonomies, as follows:

1Grammatical competence: includes using

correct grammar, pronunciation and adequate

vocabulary. Using grammar correctly in speech

implies the ability to produce the distinctive

grammatical structures of the language and to use

them effectively in communication taking into

consideration the characteristics of spoken grammar.

For example, spoken clauses, rather than complete

sentences, are often joined with coordinators like

"and" or "but", or not joined through conjunctions,

but simply uttered next to each other, with possibly a

short pause between them. Thus, simple phrasal

structure and purposeful repetition can often be

markers of high proficiency. Using vocabulary

adequately implies the ability to recognize and use

words in the way that speakers of the language use

them. It implies using the common collocations of

words and fixed phrases. This includes also the use of

vague language (Shojaei, 2012).

Pronunciation includes elements such as:

Sounds: These include consonants, vowels and

consonant clusters;

Intonation: This refers to the pattern of pitch

changes. There are two basic patterns: rising and

falling;

Rhythm: It is created according to the position of

stress within a single word or a group of words.

Within words stresses have fixed positions but stress

within a group of words can move according to

meaning;

Linking and assimilation: When sounds are linked

in spoken language, changes occur because of the

influence of neighboring sounds.

2 Discourse competence: With respect to

transactional speech, that discourse competence

implies the ability to use various information

routines- evaluative and expository including their

sequential stages in conversations. It includes also the

ability to use the typical rituals for starting or closing

Podcasts and Videocasts as a Means of Interactive Communication in Teaching Foreign Language

499

a conversation and for changing the subject. With

respect to the interactional element of spoken

discourse, it is based on the speaker's knowledge of

interaction routines and the typical interactional

features including boundaries such as openings and

closings, interrupting, as well as sequential

organizations of turns and topics.

Concisely, discourse competence includes the

learner's ability to:

structure discourse coherently so hearers can

easily follow the sequence of what is said. This

implies an adequate knowledge of information

and interactional routines;

use grammatical and lexical references

appropriately to refer to people and objects so

listeners can keep track of them;

use discourse markers that cue coherence

relations. These are divided into those that mark

informational relations and those that mark

conversational relations. Conversational

discourse markers consist of discourse particles

(well, now, anyway) used by participants to

maintain conversational coherence.

Informational markers include those signaling

the introduction of a topic, a shift to a new topic

and a summary of the topic. They include also

inter-sentential connectors such as markers

indicating causative relations, concessive

relations and so on;

• keep a conversation going through (ensuring that

people will listen, showing interest and interrupting

politely to clarify or challenge what someone has

said);

• manage turn-taking which entails taking a turn

of talk, holding a turn, and relinquishing a turn.

3 Pragmatic Competence: is quite linked to

“appropriateness” suggested by Cornbleet &Carter

and. It is affected by the context, purpose and

interlocutors in the conversation.

Pragmatic competence includes two sub-

competences: Functional competence and

sociolinguistic competence.

Functional competence refers to the ability to

accomplish communication purposes in a language. It

includes the use of speech acts and phrases associated

with them. Hence, to achieve a certain function, some

forms are considered appropriate while others are not.

Language functions classification is based on listing

the main functions for which the language is used

The main language functions suggested according

to are:

• Social functions include functions such as

(greeting, introducing people, complaining, thanking

and apologizing).

• Information includes functions such as (asking

for factual information, providing personal

information, describing and narrating).

• Giving opinion includes functions such as

(asking for an opinion, giving an opinion, agreeing,

disagreeing and predicting).

• Requesting includes functions such as

(requesting, asking favors and accepting or refusing a

request). Directing includes functions such as

(encouraging, persuading, suggesting, advising,

instructing, and threatening.

Sociolinguistic competence, on the other hand, is

defined as the awareness of how to speak

appropriately in different situations and to different

people, with varying degrees of formality. Here, the

focus in on politeness strategies which entails that the

more distant the social relationship between the

speaker and hearer, the more politeness markers we

would expect to be required.

4 Strategic Competence: In addition to the other

three competencies, effective speakers use

compensatory and achievement strategies for

example; (gestures, circumlocution, topic

selection…etc) to assist when they do not know all

the words to say.

According to Scarcella & Oxford, strategic

training helps students to manage output in the form

of the following skills: (interrupting, asking for

clarification, asking for explanation and changing the

topic). Here it is clear that strategic competence

subsumes many of the skills involved in other

competencies. Moreover, it includes other subs-kills

such as compensatory and achievement strategies.

Fluency, although not a main component either in

communicative competence models or conversational

models, is adopted in the current study. Fluency is

related to using all speaking skills in the context of

the time-bound nature of speaking. It relies on the

speaker's ability to use facilitation skills (fillers,

lexical phrases, ellipsis…etc.) and compensation

skills (self-correction, rephrasing, or repeating) to

cope with ongoing fast communication.

3 THE SUBJECT OF STUDY

Nowadays English has acquired the status of an

international language. It has become an integral part

of modern culture, economy, politics, sports,

education, art, tourism, science. It should be noted

that oral and written communication in English has

become a reality and a necessity: we often encounter

TV broadcasts, instructions in English, as well as

communication with foreigners, both in life and via

the Internet. Thus, the purpose of teaching a foreign

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500

language is the formation of communicative

competence, which includes both linguistic and

socio-cultural competence (Alonso and Rocío, 2012).

Modern technical means of education are good

aids in solving these tasks.

Assistants in solving these problems. Audio-

visual media occupy a special place among them:

movies, video-programs and educational television.

The subject of our study is the use of audiovisual

forms in teaching English.

It may be noted that the introduction of video into

the learning process changes the nature of a

traditional lesson, makes it more lively and

interesting. In addition, the use of video contributes

to broadening the general outlook of students,

enriching their vocabulary and knowledge of the

country (Shabiralyani et al., 2015). Another

advantage of a video film is its immediacy of

portrayal of reality, a special manner of

communication between the presenter and the

audience (if it is a TV show), the use of close-up,

unobtrusive presentation of information, brilliance,

and the presence of background music. That is,

conditions are created as close to natural as possible

(natural language environment is a set of speech and

non-speech conditions that reflect the life, culture and

traditions of native speakers of the language in the

facts of the language).

There are a huge number of videos that can be

used. These can be commercials or interviews with

famous people, cartoons or plot from world

blockbusters, fragments of news and television

programs. According to the style of information

transmitted, they can be divided into the following:

• artistic (cartoons, various feature films,

fragments of plays);

• popular science, journalism (interviews,

documentaries and educational films);

• informational (advertisements, news-recordings,

television programs);

• country studies (video-excursions) (Patti et al.,

2017).

Undoubtedly, preference should be given to authentic

materials. Authentic video materials have different

methodological features. According to the

genre/thematic focus they can be divided into 3

groups:

- entertainment programs (dramatic works of all

kinds, shows, "musical" videos, sports and

entertainment programs, etc.);

- programs based on factual information

(documentary videos, TV discussions, etc.);

- "short programs" (shorties), lasting from 10 seconds

to 10-15 minutes (news, weather forecast, results of

sports events, advertisements, etc.).

Video can be used to teach all kinds of speech

activities, especially in the learning of listening and

speaking, also in exercises for teaching language

aspects.

- reading a brief summary of the content of the

fragment and finding during the viewing of that part

of it that is incorrect, does not correspond to reality;

- preceding the demonstration of a feature film by

consecutive reading of parts of its script in order to

extract the main information and to prepare for the

perception of the film.

The following exercises can be used to teach

speaking:

- watching a video fragment without sound and

answering questions about where the interlocutors

are, what is the relationship between them, the

differences in status;

- viewing a video clip without sound and determining

which of the two dialogues offered on the card

(official or unofficial) corresponds to it.

Exercises designed to teach monological speech

include:

-composing a story about what has already happened

by a certain point in the video episode.

- suggesting what will happen next;

- reconstructing the missing part of the plot of the

video episode (the beginning, the end, or the climactic

event in the middle of the episode) (Crystal, 2003).

Thus, it can be noted that the introduction of video

in the process of teaching foreign languages helps to

solve many problems. Video serves as a strong

stimulus for learning foreign languages. Trainees get

an opportunity to apply and expand their knowledge

on unfamiliar authentic material. When students

realize that they are able to understand authentic

foreign language speech, their self-esteem and

motivation to learn the subject increases. At work on

a video all four types of communicative activity are

involved: listening, speaking, reading and writing.

The main attention is paid to listening, the most

difficult aspect of learning a foreign language. Video

support makes the learning process of listening more

effective (Bambaeeroo & Shokrpour, 2017).

4 ANALYSES

The development of the Internet, as well as the huge

variety of computer programs and applications for

smartphones, opens up new perspectives for learning

a foreign language. They are associated with the

Podcasts and Videocasts as a Means of Interactive Communication in Teaching Foreign Language

501

ability to create and the desire to demonstrate their

own products in the foreign language being studied,

by placing them on the Internet.

Success in learning through communication on

the Internet has been proven by many studies and

surveys, which confirm not only an increase in the

level of language proficiency or the development of

intercultural competence of students, but also an

increase in student motivation, as soon as the results

of his work are published on the Internet for a wide

range of users (Barrett et al., 2014.).

As it was mentioned before, priority in teaching

foreign languages is given to communicativeness,

authenticity of communication, language learning in

a cultural context, autonomy and interactivity of

teaching.

Obviously, the use of Internet technologies in

teaching a foreign language not only helps in the

formation of speaking skills, in teaching vocabulary

and grammar. The use of information and

communication technologies in the process of

teaching a foreign language as the main way of

developing independent cognitive activity of students

is becoming more and more relevant and important.

Here, not only new technical means play a role, but

also new forms and methods of teaching, a new

approach to the learning process, associated, first of

all, with the mental operations of analysis, synthesis,

abstraction, identification, comparison, verbal and

semantic forecasting. Therefore, video casts, for

educational purposes, it is advisable to use short-term

videos, for example, news programs, as they allow

students to concentrate as much as possible on the

material they have heard and seen, therefore, to better

understand the content of the program and maintain

students' interest in the topic of the message. In the

modern world, many foreign language teachers use

video blogging in the learning process in order to

listen to or get a vision of information, as well as

create their own products in class or outside of it. The

most realistic task of using video casts for educational

purposes remains the development of receptive

audio-motive skills (Chou and Liu, 2005). Video

casts make it possible to approach the organization of

such a type of work as listening in a new way. The

subject matter, the volume of video casts is extremely

diverse, so they can be used at different stages of

language learning. In general, the technology for

working with video casts coincides with the

technology for working on audio text and has a clear

sequence in the actions of the teacher and students:

preliminary instruction and preliminary assignment;

the process of perceiving and comprehending podcast

information; tasks that control the comprehension of

the heard text. Therefore, when selecting video casts

for the content of training and developing

assignments for them, the teacher must follow the

basic principles of the requirements for working with

audio text. In addition, a foreign language teacher,

when selecting training content, must take into

account the fact that both professionally created video

casts and amateur video blogs are found on the

Internet, which are inferior in quality to the offered

content. In the context of an activity-based approach

in teaching a foreign language, students can be asked

from the whole variety of audio and video materials

on the network to independently choose the necessary

excerpts on given topics for independent listening,

processing and didactic comprehension - preparing

tasks and exercises for their colleagues in the spirit of

the method "teaching through learning” . In this case,

the principle of autonomy of learning and self-

regulation of learners are realized. At this stage, they

use the resources of video blogs or podcast terminals,

and to create exercises, special generators (for

example, applications http://lingofox.dw.de or

http://www.goethe.de/lhr/prj/usg/deindex .htm, Hot

Potatoes or Purpose Games toolkits) that allow you to

submit assignments online or in print (Lambert &

Cuper, 2008.). Consequently, video casts as a media

carrier are, along with other resources, an integral

technical means of teaching a foreign language, and

allowing solving complex problems of foreign

language education. The skills and abilities formed

with the help of podcasting technology go beyond the

limits of a foreign language competence, even within

the framework of the linguistic aspect. The Internet

develops the social and psychological qualities of

students: their self-confidence and their ability to

work in a team; creates an environment conducive to

learning by acting as a vehicle for an interactive

approach. In addition, the use of video casts in

teaching demonstrates the mobility of the modern

education system as a whole, its adaptive nature, i. e.

timely adaptation to innovative technologies

(Avvisati et al., 2013).

Students are always interested in working with

sites on the Internet, since they can be used not only

in the classroom, but also listened to or viewed with

the help of mobile applications, which are currently

very popular among young people. The use of

podcasts is also possible for students with limited

language skills, as training podcasts often contain

transcripts that can be read after listening or during

listening. Authentic podcasts are often not deducted,

so they need to be carefully and carefully selected to

match the age and knowledge of the learners.

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5 RESULTS

Working with audio and video podcasts, you can

achieve various goals in a foreign language lesson:

- actual facts from the geography of the country

of the target language 38 to study relevant

information about the life of foreign countries, it is

necessary to use authentic material (podcasts or video

casts), which may, for example, be daily used at the

beginning of the lesson.

At the end of each lesson, the teacher shows or

gives to listen to a little material about the life of a

foreign country, and at the beginning of the next

lesson one of the students tells about it in his own

words. To systematize audiovisual skills and receive

regional geographic information. Currently, along

with a variety of authentic podcasts, there are also so-

called sites with didactic materials that allow you to

listen to various regional geographic material. The

length of these audio-video files is 8-11 minutes; they

are designed for an initial or intermediate level of

language proficiency. These podcasts contain

interviews, authentic stories or songs that are told by

the host. These podcasts can be listened to online or

downloaded to your own media. Communication

Skills Training Creating your own podcasts can

support learners in training their own communication

skills. When creating their own podcasts, students try

to create their own show, prepare a topic for listening

or watching the show, and present it. Sometimes it

happens that for the first time students hear their own

speech in a foreign language and realize that they can

really speak a foreign language, thereby increasing

their own motivation to learn a foreign language.

When creating their own audio-video recording, they

will not only have to overcome their own fear and

embarrassment, but also learn to spontaneously

overcome the problems associated with

communication in a foreign language. Through

working with podcasts, they learn that they must

communicate certain information to the listeners,

which will not only be understandable and accessible

to them, but also it must be formulated correctly,

directed to a specific target audience. Therefore, it is

extremely important, not only to create your own

podcast, but also to publish it, present it, give an

opportunity to comment to classmates, thereby

increasing the motivation of students.

Currently, there is an active introduction of

innovative multimedia technologies in the process of

teaching foreign languages. The main emphasis is

placed on equipping institutions of higher education

with computers and subsequent connection to the

Internet. Every year this process is becoming more

and more rapid, as the Russian government has been

tasked to reform the education system in order to

improve learning. In this connection, multimedia

technologies are increasingly used in the teaching of

foreign languages, the range of which has expanded

noticeably: from the creation of training programs to

the development of new learning tools such as

podcasts.

- The ability to download podcasts for free to a

tablet computer, multimedia player, cell phone, etc.,

and then watch/listen to them at a convenient time and

place;

- availability of universal formats of audio and

video files, which allows their playback on most

portable devices;

- Frequency, or seriality, of creating new

podcasts;

- The ability to subscribe, which means that the

user is automatically informed about new podcasts as

they appear;

- authenticity of audio and video materials;

- the presence of text (script) for the audio file or

subtitles for the video file.

Having analyzed the scientific literature on the

problem of research, let us note the didactic potential

of podcasts:

1. authenticity. Most podcasts are created by

native speakers in the countries of the target language,

therefore, they not only represent the socio-cultural

reality of the country of the target language and

demonstrate a combination of verbal and non-verbal

codes of foreign-language communication, but also

contain information related to the professional

activities of future specialists and show the

functioning of language as a means of professional

communication in the natural environment.

2. Multifunctionality. Podcasts are

multifunctional, as they can be used to develop

several types of speech activities: reading, speaking,

writing, listening, when teaching a foreign language.

In addition, podcasts communicate knowledge about

the culture of the language being studied, thereby

building sociocultural competence. Knowledge of a

foreign language, culture, traditions, customs,

country of the studied language undoubtedly gives

great advantages to the future specialist: it is easier to

find a job, there are more chances to integrate into the

society with market economy, to know consciously

and fully the culture of other nations, to understand

the world problems more deeply.

3. Media competence (media competence). In

order to work with podcasts, basic computer skills

need to be formed: the ability to download files from

the Internet, transfer them to mobile devices, edit and

Podcasts and Videocasts as a Means of Interactive Communication in Teaching Foreign Language

503

transcode them, if necessary. All this is possible with

the formation of media competence, i.e., knowledge,

abilities, skills, motives that contribute to media

education activities in the process of teaching

English.

4. Relevance. Podcast service allows you to

subscribe to receive new podcasts and regularly

replenish your archive with new audio and video

materials. Thus, every day we can download new

audio and video files with information about current

events in different areas of life, which can be used in

English classes.

5. Multichannel perception is based on the

simultaneous perception of visual and auditory

information. Information is received through visual

and auditory channels. The visual channel serves for

perception of objects, actions, thus contributing to

comprehension of a sequence of sounds, captured by

the auditory channel. Simultaneous perception of

visual and audio images, which coincide with them in

time and meaning, is expressed in the so-called

visual-audio synthesis, which makes it possible to

judge what is said more completely than if the

messages come in separately.

6. Interactivity, i.e. a dialog mode of work of the

user with the mobile device at which he can

independently choose the information interesting

him, speed and sequence of its transfer.

7. Motivation. Satisfaction of cognitive motives

when learning a foreign language forms a stable

motivation of constant work with it: knowledge of a

foreign language facilitates access to scientific and

practical information, helps to establish international

scientific and personal contacts, expands possibilities

of future professional activity of students.

In this regard, when organizing foreign language

teaching with the use of podcasts, one cannot ignore

such an important function of the podcast as creating

a motivational basis for learning. The podcast, being

a powerful motivational tool, has a strong emotional

impact on the students due to the effect of complicity.

Combination of cognitive and emotional causes

increased interest in learning a foreign language, has

a positive impact on memorization of educational

material, compensates for the lack of attention,

increases the educational aspect of learning.

8. Compliance with individual characteristics.

Mobility of the used technical means (tablet

computer, multimedia player, etc.) allows you to refer

to podcasts at any time, including outside the

educational institution. Access to such learning tool

as podcasts outside of the classroom provides a

chance to study a foreign language in your free time

and work according to your individual peculiarities of

information perception.

Educational podcasts devoted to the study of

foreign languages allow solving a number of

methodological problems, including the formation of

auditory skills and skills of understanding foreign

language speech by ear, the formation and

improvement of auditory-pronunciation skills, the

expansion and enrichment of vocabulary, the

formation and improvement of grammar skills, the

development of speaking and writing skills

(Ananiadou, and Claro, 2009).

Significant didactic capabilities of podcasts and

their effectiveness in teaching English were revealed

during the experimental work in the conditions of

PSU. The pedagogical experiment was conducted

during one semester, a total of 42 fourth-year students

of the "Foreign Language" specialty were involved.

Note that the number of students in the experimental

and control groups turned out to be the same, all

students were about the same age, in each group there

were students with both high levels of learning and

with medium and low levels of learning. From the

above, we can conclude that it was possible to create

identical conditions for the experiment in both

groups.

The pedagogical experiment consisted in the fact

that in the process of teaching English in the

experimental group not only the standard set of

textbooks was used, but also a series of podcasts. In

the control group, no additional teaching aids were

used.

When selecting podcasts for the experimental

group, we considered the following principles:

- The principle of correspondence to the content

of professional education;

- The principle of authenticity (podcasts are

voiced by native speakers, reflecting not only the

peculiarities of the language and science in the

student's specialty, but also the life, history, and

culture of the country of the studied language);

- The principle of correspondence of the linguistic

content of podcasts to the level of language training

of students;

- The principle of correspondence of the podcast

content to the interests of students;

- The principle of relevance and novelty;

- The principle of quality of sound and artistic

design.

During the organization of teaching English in the

experimental group.

The following stages of work with podcasts were

observed in the experimental group: pre-

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demonstration, demonstration and post-

demonstration.

The pre-demonstration stage of work with the

podcast began with the creation of the installation, the

nature of which depended on the purpose of the

demonstration. The variants of the settings include

announcement of the purpose of viewing, indication

of the main features of the podcast, and definition of

questions to summarize. The form of creating the

setup also varies: writing down the questions,

highlighting the purpose, a preliminary

indication of

the main features of the podcast, the nature of the work that

follows. The right attitude largely predetermines the

stability of attention and the final pedagogical effect

in the form of gaining new knowledge.

While watching a podcast (demonstration stage)

it is possible to draw students' attention to the most

important episodes and shots, but it is inadmissible to

distract students from watching it, to supplement the

content of the podcast or to give directions for further

work. If you need to supplement or give instructions

for further work, you should use the pause.

After viewing the podcast (post-demonstration

stage), a short pause (1-2 minutes) is required so that

the impression from the information is calmed down

and determined. At this stage students were offered

the following options: to talk about the content of the

podcast (on the questions, tasks at the stage of

installation), to fill in a table or make a plan on the

content of the podcast, to write an essay, review,

feedback on the podcast, etc.

The results of the pedagogical experiment were

known at the end of the semester after the final control

work. The control work was the same for the

experimental and control groups, contained tasks for

checking the assimilation of new lexical units,

grammar rules, linguocountry information for the last

semester. Fig. 1 shows the results of the control work.

 excellent

 good

 satisfactory

 unsatisfactory

 Control group

 Experimental group

Figure 1: Comparison of the results of control work in the

experimental and control groups

6 CONCLUSIONS

After analyzing the results of the experiment, it was

noted that in the experimental group there were more

students with high levels of learning and fewer

students with low levels of learning. The students

doing "excellent", of course, coped with the control

work, a few students "shockers" also managed to get

"A's", some students, usually doing "satisfactory",

were able to show good results. The situation in the

control group was stable, the results of the control

work in general correspond to the typical results of

the students, no significant changes in academic

performance were noticed.

The experiment showed that podcasts provide a

large informative capacity of the language material,

increased cognitive activity of students, increased

motivation due to the emotional presentation of

educational information, a high degree of

visualization of educational material, allow

individualization of learning, contribute to the

differentiation of students, taking into account their

personal characteristics and rates of learning, as well

as intensification of independent work.

The process of learning English becomes

interesting and as a result - effective. Podcasts give an

incentive to learn English, not only in the classroom,

but also in extracurricular activities (Roviqur

Riziqien Alfa, 2020). As a consequence, it is no

exaggeration to say that podcasts are an indispensable

and innovative learning tool that should be included

in the English language learning process at the

university.

Podcasts and Videocasts as a Means of Interactive Communication in Teaching Foreign Language

505

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