Innovation in Language Learning

Never before has technology been so accessible to students and teachers of English as a Foreign Language and more specifically in English for Specific Purposes. Fifteen years ago, we would argue that Information and Communication Technology (ICT) was the panacea in TEFL.  It was discussed that multimedia software for language learning, interactive websites and material developed by the instructor, if integrated properly, would promote language learning. However, the pedagogy behind the integration has always been the key to success. Good organization in terms of lesson planning, task design together with engaged and motivated students would promote Computer Assisted Language Learning. Nowadays, podcasting offers new opportunities. If implemented properly, it can be a powerful tool promoting listening and speaking.  This paper discusses the implementation of podcasting with ninety, second-year Economics students in the course LAN209 Advanced English for Global Communication at the University of Cyprus. The theories to be discussed and related to this study are; Krashen’s Input Hypothesis and Comprehensible Output Hypothesis, Task Based Learning popularized by N.S. Prabhu and then discussed by Ellis, R., Learner Autonomy and motivation through CALL discussed by various authors such as Egbert, Hubbard, Levy, mobile language learning. Preliminary findings suggest that although students had almost no prior exposure to podcasting, they were able to create podcasts and are motivated to share, enjoy, and learn from each others’ podcasts.