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期刊目錄列表 - 71卷(2026) - 【教育科學研究期刊】71(3)九月刊
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Podcast融入國小師資培育「國音及說話」 課程設計與實踐 作者:
國立臺北教育大學語文與創作學系 張金蘭

卷期：71卷第3期
日期：2026年9月
頁碼：157-189
DOI：https://doi.org/10.6209/JORIES.202609_71(3).0006

摘要：

　　「國音及說話」為國小師資培育之重要必修課，為各類教材教法的先修課程。據研究者多年教學經驗發現，師資生在發音與口語表達之學習動機不足，且難以察覺具體學習成效，亟需提升學習動機與成果，並建立有效評估與回饋機制。隨著智慧型手機的普及，Podcast逐漸成為數位學習的重要媒介。相關研究指出，Podcast錄製任務可提高學習動機與學習成效。據此，本研究目的為建構一套Podcast融入「國音及說話」課程教學模式，透過師資生實際錄製Podcast來促進口語表達知能的發展，並觀察其學習動機與學習成果的改變。本研究為期一學期，以大學部與碩士班共45位國小師資生為對象，研究者即授課教師，採取行動研究法，以文化體驗模式為教學設計，結合ARCS學習動機理論，歷經三次計畫、行動、觀察、反思的循環。研究工具包括學習動機量表、華語口語與表達試題、Podcast評估表、學習單、回饋單、作業、問卷與課堂觀察紀錄等。研究結果包括：一、建構一套Podcast融入「國音及說話」 課程教學模式；二、Podcast任務可使師資生的口語表達專業知能產生正向變化，包括學習動機與學習成效。研究成果呼應近年關於Podcast應用於教學與學習之實證研究，展現新興數位媒體在師資培育課程中的潛力與價值。

關鍵詞：Podcast、口語表達、師資培育、國音及說話、學習動機

《詳全文》 檔名

參考文獻：
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【Chou, P.-H. (2016). My opinion about the cultivation of elementary school Chinese teacher’s competency. New Vision of Language Arts, 4, 49-59. https://doi.org.10.6751/NVLA.201603_(4).0004】
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中文APA引文格式
張金蘭（2026）。Podcast融入國小師資培育「國音及說話」 課程設計與實踐。教育科學研究期刊，71（3），157-189。
https://doi.org/10.6209/JORIES.202609_71(3).0006
APA Format
Chang, C.-L. (2026). The Design and Implementation of Podcast-Integrated Instruction in the “Chinese Phonology and Speech” Course for Preservice Elementary School Teachers. Journal of Research in Education Sciences, 71(3), 157-189.
https://doi.org/10.6209/JORIES.202609_71(3).0006

Journal directory listing - Volume 71 (2026) - Journal of Research in Education Sciences【71(3)】September
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The Design and Implementation of Podcast-Integrated Instruction in the “Chinese Phonology and Speech” Course for Preservice Elementary School Teachers Author:
Ching-Lan Chang (Department of Language and Creative Writing, National Taipei University of Education)

Vol.&No.：Vol. 71, No. 3
Date：September 2026
Pages：157-189
DOI：​https://doi.org/10.6209/JORIES.202609_71(3).0006

Abstract：

Background and Purpose
　　The course “Chinese Phonology and Speech” (國音及說話) is a compulsory foundational component within elementary teacher education programs in Taiwan. It ensures preservice teachers (PSTs) acquire accurate articulation and expressive communication skills essential for literacy instruction and classroom communication. However, the researcher’s long-term instructional experience identified two persistent challenges. First, PSTs often display low intrinsic motivation toward phonetic and oral training, which they perceive as repetitive, technical, and overly mechanical. Second, many struggle to recognize incremental improvements in their oral performance, making it difficult to connect effort with tangible achievement. This weakens their engagement and sense of professional growth.
　　To address these issues, this study was designed to construct, implement, and evaluate an instructional model that integrates podcast production into the course curriculum. The model sought to enhance learning motivation, provide authentic contexts for oral practice, and establish systematic mechanisms for both assessment and feedback. Specifically, the research investigated the impact of podcast-integrated tasks on PSTs’ oral expression competence and their motivation to engage in sustained, performance-based learning.
Literature Review
　　The integration of digital media into language education has been widely documented, with production-based tasks consistently shown to foster active learning and deeper reflection than passive reception. Podcasting, in particular, is notable for requiring learners to engage in repeated revision, vocal modulation, and audience awareness. These practices align directly with the communicative demands of future classroom teaching. Furthermore, podcasting situates abstract phonetic knowledge within authentic, public-facing contexts, strengthening both skill transfer and professional relevance.
　　To address motivational concerns, the study drew upon Keller’s ARCS Model of Motivational Design– comprising Attention, Relevance, Confidence, and Satisfaction. Prior research suggests that the novelty and dissemination potential of podcasting capture learners’ attention and generate satisfaction. Linking oral expression to teaching practice enhances relevance, while iterative production cycles build confidence through scaffolded practice and feedback. Additionally, the Cultural Experience Model was adopted as the instructional framework, ensuring that tasks moved beyond laboratory-style drills toward meaningful, profession-oriented communicative performance.
Methods
　　This investigation employed a semester-long action research design, an approach well-suited for practitioner-researchers seeking both innovation and systematic study. This investigation employed a semester-long action research design, utilizing a Practitioner-Researcher Model that positioned the instructor as the primary investigator. This integration ensured methodological fidelity, allowing for immediate pedagogical adjustment and rich, context-specific data capture.
　　Participants were 45 preservice elementary teachers (both undergraduate and master’s-level students) enrolled in the compulsory “Chinese Phonology and Speech” course. Instructional design proceeded through three iterative cycles of planning, action, observation, and reflection, allowing refinement of both the teaching model and assessment tools. Task design followed the Cultural Experience Model and was systematically guided by the ARCS motivational framework.
　　Data collection employed a mixed-methods strategy to ensure triangulation. Quantitative measures included a pre/post Learning Motivation Scale (aligned with ARCS constructs) and a pre/post Mandarin Oral Expression and Articulation Test measuring tone accuracy, fluency, and clarity. Qualitative data sources included a detailed Podcast Evaluation Rubric, student worksheets, self-reflection forms, peer feedback records, classroom observation notes, and structured questionnaires capturing students’ perceptions of the podcasting process.
Results
　　The research findings are structured around two major dimensions. First, the study successfully established and refined a structured instructional model that effectively integrated podcast creation into the course curriculum. The resultant model catalyzed the transformation of traditional, individual practice into a collaborative, iterative, and public-facing process. Students engaged in digital storytelling, peer review, and authentic performance tasks that culminated in high-quality, publishable audio products. This framework proves practical, reproducible, and transferable to other teacher education contexts seeking to embed digital media into oral communication training.
　　Second, empirical evidence strongly substantiated that podcasting significantly enhanced both oral communication skills and learning motivation. Quantitative results revealed measurable improvements in technical performance, particularly in pronunciation accuracy and fluency. Qualitative data illuminated significant growth in expressive dimensions, including vocal dynamics, pacing, audience engagement, and confidence in public speaking. Students’ self-reflections and feedback validated that podcasting fostered a heightened sense of professional accomplishment, directly linked to the professional applicability of the skills practiced.
　　In terms of motivation, significant gains were recorded in the Relevance and Satisfaction dimensions of the ARCS model. Students reported a heightened willingness to invest sustained effort throughout the semester, attributing this to the authenticity of the tasks and the profound sense of pride associated with publishing a professional-quality product. Furthermore, the iterative cycle of production and feedback robustly fostered confidence, encouraging linguistic risk-taking and persistence in skill refinement.
Discussion and Recommendations
　　The outcomes of this study provide compelling evidence that podcast-integrated instruction can effectively address two persistent challenges in phonetics and oral training: low motivation and difficulty in perceiving learning progress. By embedding oral practice within authentic, public, and production-oriented tasks, the model connects effort with tangible achievement and professional relevance.
The systematic application of the ARCS framework was critical to this success. Attention was captured through the novelty of digital media; relevance was established by linking tasks directly to teaching practice; confidence was built through scaffolded feedback and iterative improvement; and satisfaction was derived from the accomplishment of publishing final products. This alignment not only enhanced technical mastery but also promoted sustained engagement across the semester.
　　The study makes two key contributions. First, it provides a validated instructional model for integrating podcasting into foundational teacher education courses, bridging the persistent gap between theoretical knowledge and authentic professional performance. Second, it adds to the growing body of empirical research demonstrating the pedagogical potential of digital media in enhancing performance-based learning.
Based on these findings, it is recommended that teacher education programs formally adopt production-based digital tasks, such as podcasting, across foundational communication and pedagogy courses. Doing so can enhance both skill acquisition and learner motivation, ensuring that PSTs are better prepared for the communicative demands of classroom teaching. Future research should include longitudinal studies tracking the transfer of these skills to student teaching and early career practice. Additionally, comparative studies across cultural and linguistic contexts are encouraged to test the generalizability of the model.

Keywords：Podcast, oral expression, teacher education, Chinese phonology and speech, learning motivation