Fostering Critical Digital Literacy Through Podcasting, Collaborative Work, and Oral Interaction

Abstract

Introduction: Mastering a second or foreign language, especially oral communication, is complex and challenging, influenced by external pressures as seen in Colombia's education and language policy reforms, which compel teachers and institutions to address how to develop language skills with students. Objective: This study aimed to explore how collaborative podcast development, as a critical digital literacy practice, can enhance 11th graders' oral and critical interaction in English. Methodology: Conducted in a public school, the research employs a qualitative approach within a case study methodology. Although quantitative techniques like checklists and questionnaires were used for data collection, the study maintains a qualitative design. Through semi-structured interviews with a subgroup of five students, participants reflect on their experiences of collaborative learning and interaction in English while constructing a podcast. Data was analyzed using a triangulation method. Findings: Thematic analysis revealed that collaborative podcast development promoted English oral interaction among participants, fostering collaboration, exchange of thoughts and feelings, and increased language confidence. Discussion and Conclusions: The study advocates for a reexamination of digital practices in the classroom to promote English oral interaction from a critical perspective. It recommends collaborative podcast development as a digital practice to enhance oral interaction, empowering students to use English in social and academic contexts.