Pedagogical potential of podcasts and microlearning for developing listening and speaking skills in a university environment

Abstract

The paper examines changes in students' cognitive styles and the shift from linear information consumption to fragmented formats, which actualizes the auditory perception channel as an effective tool for language training. Podcasting is interpreted not as an auxiliary tool but as a carrier of authentic speech practice capable of compensating for the deficit of natural language environment and providing contact with live discourse saturated with sociocultural and prosodic characteristics. Special attention is paid to microlearning as a methodological framework that optimizes cognitive load, enhances attention span, and creates conditions for deep internalization of language material through fractional yet systematically structured content delivery. The interrelation of receptive and productive types of speech activity is demonstrated, implemented through mechanisms of imitation, spaced repetition, and gradual transition from perception to independent utterance. The analysis emphasizes the importance of psychological factors, including reduction of language anxiety and formation of a safe space for speech experimentation in an asynchronous format. The transformation of the teacher's role is highlighted separately, with the teacher acting as a curator and facilitator of the learning process, as well as changes in the structure of academic time in favor of active communicative practices. The article demonstrates that the integration of podcasts and microformats contributes to the development of learners' autonomy, critical thinking, and media literacy, as well as the formation of a sustainable culture of self-education. The presented conclusions allow assessing the relevance of the work for researchers and practitioners addressing issues of university linguodidactics and digital pedagogical design.