Podcasting technology, though little known to the majority of Japanese, may represent an as yet untapped resource for providing English language learners in Japan with the opportunity to engage with English outside the classroom. Technologies such as this can be utilised to provide students with opportunities to develop various skills and competencies (e.g. intercultural understanding, digital literacy, etc.). However, in order to realise any potential benefits, some difficulties will also need to be addressed.
Updated abstract: Arguably one of the most difficult issues for both learners and educators in EFL environments is in making provision for using of 'authentic' English beyond the classroom door. This is very much the case in Japan, where almost every person of working age has studied English formally for at least six years. However, in part because of the lack of opportunity to use English in any meaningful way outside the classroom, very few people are able to develop their English language skills beyond a rudimentary level.
Technological developments over recent years have suggested various possibilities for providing learners with more chances to engage with a foreign language. One of these technologies, podcasting, has seen a rapid uptake in use and popularity in many parts of the world (for example, it has been estimated that 44% of the population of the USA alone have listened to a podcast at least once and that 48 million listen to a podcast weekly (Edison Research, 2018)), and has become an important means of communication in the digital age. information in the modern digital era. As such, telecollaborative technologies, such as podcasting, may present as a viable tool for educators in creating a space in which learners can be exposed to and use contextualised English. For most in Japan, unfortunately, podcasting is unknown and unused technology.
This presentation will report on the development of an audio and video podcast site, University English Podcast (http://juepod.libsyn.com/), and subsequent efforts to utilise other similar technological avenues to provide opportunities for students to further develop their digital literacy skills, intercultural understanding and English language skills. The results of two small-scale studies will be presented as a lens to reflect upon the potential positive aspects of these technologies and some of the difficulties encountered in the Japanese context.
