E-Learning Solutions and Oral Second Lenguage Production: A Study on Digital Storytelling and Podcast-Based Tasks Among Teachers at a Colombian Public University

Abstract

Oral competence remains one of the most persistent challenges faced by pre-service English teachers in Colombian higher education, and digital, technology mediated solutions have increasingly been proposed as a complement to traditional classroom practice. This study examines how an e-learning intervention built around digital storytelling and student produced podcasts is perceived to influence the oral English production of undergraduate students enrolled in a foreign language teacher education program at Universidad Popular del Cesar, Colombia. A descriptive, cross-sectional survey with closed five-point Likert items and open-ended questions was administered to 26 students after they completed a sequence of narrative-based, podcast-oriented activities. Results indicate that most participants perceived gains in vocabulary (88.5% agreement), reading to speaking comprehension (84.6%), and idea organization (76.9%), while perceived support for podcast preparation itself was comparatively lower (65.4%). Qualitative responses converge on fluency and pronunciation as the two most anticipated areas of improvement, alongside recurring references to reduced speaking anxiety and greater learner autonomy. The findings are discussed in relation to prior digital storytelling and podcasting research and are used to outline pedagogical implications for e-learning design in teacher-education programs.