THE PEDAGOGICAL INTEGRATION OF EDUCATIONAL PODCASTS AND THE DEVELOPMENT OF ACTIVE LISTENING IN ENGLISH LANGUAGE CLASSES IN HIGH SCHOOL

Abstract

This article discusses the pedagogical integration of educational podcasts as a strategy for developing active listening in English language classes in high school. The objective was to analyze, based on the literature, how the planned use of this digital genre can contribute to oral comprehension, student autonomy, and the expansion of language practices consistent with digital culture. The methodology adopted was bibliographic research, with the selection and analysis of works and studies that address listening as a process, the teaching of metacognitive strategies, multiliteracies, and the use of podcasts in language learning. The results indicate that podcasts favor exposure to different voices, rhythms, and varieties of English, in addition to allowing repetition, pauses, and resumptions, aspects that strengthen the gradual construction of meaning and reduce anxiety in the face of listening. It was evident that student progress occurs more consistently when the teacher organizes activities in stages (pre-listening, listening, and post-listening), guides the use of strategies, and adopts formative assessment centered on the process. It is concluded that technology does not guarantee learning on its own, but, when mediated by didactic planning, it can make listening more meaningful, critical, and accessible, contributing to language learning that is more coherent with the contemporary demands of the school.