Harnessing Collaborative Vodcasting in Literature Instruction: The Case of Pre-Service English Teachers in a Philippine University

Abstract

The integration of digital technologies in education has reshaped teaching practices. However, the use of vodcasting—an instructional strategy combining video and audio podcasts—remains underexplored in literature classes, particularly in pre-service teacher education. This study addresses this research gap by investigating collaborative vodcasting as an instructional strategy in a literature course for pre-service English teachers at a Philippine university. The objective is to determine how future teachers perceive the advantages, challenges, and pedagogical value of this approach in fostering literary understanding and essential teaching competencies. Thirty reflective essays written by third-year Bachelor of Secondary Education students were subjected to Content Analysis (CA) to identify emergent themes. The findings suggest that collaborative vodcasting facilitated deeper engagement with literary genres, enhanced communication and collaboration skills, and fostered creativity and critical thinking. However, challenges were also identified, including technological difficulties, time management issues, and coordination concerns in group work. The study concludes that vodcasting constitutes a promising pedagogical tool in literature education, particularly for pre-service teacher training. Its academic and practical contributions lie in demonstrating how multimodal tasks can simultaneously strengthen literary competence and twenty-first-century skills. To maximize its effectiveness, institutional support—including technical resources, training, and structured reflective activities — is recommended. This study contributes to the growing body of scholarship on digital innovations in English language and literature instruction.