The assumption is that descriptive oral skills may be improved collaboratively through podcasts that increase students’ sense of accomplishment. The purpose of this study is to investigate the effectiveness of a podcast-based methodology to develop participants’ spoken skills. Additionally, during oral practice sessions, it becomes difficult for language teachers to monitor their students’ progress due to the big number of students in class, and the fact that teachers spend a great time doing written activities. It is because they have had little or no training in spoken English, and the vast majority come from public schools where their contact with English language has been low or nonexistent. The main problem is that university students lack accuracy when they are required to use their descriptive oral skills. Urgent solutions are needed to avoid students’ communication breakdowns and increase their confidence. Usually, intelligibility is poor because there is little time for practice and personalized assessment. While their writing and reading skills do improve over time, their descriptive oral skills take a longer time to develop. Working at a Chilean private university, it has been noticed that the level of spoken English expected from the students is higher than the results they can achieve in the course of one academic term.
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