The Use of Podcasts and Audio Tools in French Language Teaching: Enhancing Didactic Communication and Learning Outcomes

Abstract

This study explores the integration of podcasts and audio tools in French language teaching, focusing on their impact on didactic communication and learning outcomes. As digital technologies transform education, these tools offer innovative methods for enhancing language acquisition. They give learners access to authentic, context-rich content, fostering meaningful, interactive learning. The central problem investigates the influence of podcasts on learners' cognitive and motivational processes, as well as their pedagogical implications. To answer these questions, a mixed methodology was adopted, combining placement tests before and after the use of podcasts/audio, semi-directive interviews with students and teachers, and classroom observations. The results show a significant improvement in language skills, notably in listening comprehension (+46.8%) and speaking (+44.1%), as well as a reduction in extrinsic cognitive load (-35.8%). Participants' perceptions also reveal an increase in motivation and commitment thanks to these tools. However, technical and pedagogical challenges, such as limited access or the need for teacher training, were identified. This study, rooted in theoretical frameworks such as Krashen's Input Hypothesis and Vygotsky's socio-cultural theory, provides practical recommendations for effectively integrating podcasts/audio into curricula. It highlights their potential to transform language teaching, while calling for critical reflection on their adoption.