This research project aimed to investigate the effect of using podcasting as a tool to improve teacher trainees' ability to stress sentences correctly in English. The study involved 26 teacher trainees from Universidad del Tolima, who were enrolled in a Bachelor of Arts in English Language Teaching program. The project sought to connect the concepts of andragogy, podcasting, intelligibility, and sentence stress. Data were collected through pre- and post-tests, surveys, artifacts, logs, and journals. The results indicated that while the improvement in sentence stress was not significant, students perceived the project positively, finding podcasting a useful tool for self-assessment and enhancing their future teaching practices. The study was conducted within an English pronunciation course, part of the second semester of the B.A program. The project was designed as an action research study, with three implementation stages. The first stage involved presenting the project proposal to the department head and obtaining permission. The second stage included initial surveys and training on suprasegmentals. The third stage involved creating and reviewing podcasts, with students identifying and producing elements of connected speech, such as content words and linkage of sounds. The pedagogical intervention focused on helping students improve their pronunciation through the use of podcasts. Students were given training on suprasegmentals and were encouraged to create and review podcasts. The study used a variety of data collection instruments, including pre- and post-tests, surveys, logs, and journals. The data analysis revealed that while the improvement in sentence stress was not significant, students found the project beneficial for self-assessment and enhancing their teaching skills. The study also explored the relationship between action research and teaching in a challenging environment, such as working with adult learners. The findings suggest that podcasting can be an effective tool for improving pronunciation and self-assessment in teacher trainees. The study highlights the importance of using technology to enhance learning and teaching practices, particularly for adult learners who may have limited experience with pronunciation. The results indicate that podcasting can be a valuable resource for improving pronunciation and self-assessment in teacher trainees.This research project aimed to investigate the effect of using podcasting as a tool to improve teacher trainees' ability to stress sentences correctly in English. The study involved 26 teacher trainees from Universidad del Tolima, who were enrolled in a Bachelor of Arts in English Language Teaching program. The project sought to connect the concepts of andragogy, podcasting, intelligibility, and sentence stress. Data were collected through pre- and post-tests, surveys, artifacts, logs, and journals. The results indicated that while the improvement in sentence stress was not significant, students perceived the project positively, finding podcasting a useful tool for self-assessment and enhancing their future teaching practices. The study was conducted within an English pronunciation course, part of the second semester of the B.A program. The project was designed as an action research study, with three implementation stages. The first stage involved presenting the project proposal to the department head and obtaining permission. The second stage included initial surveys and training on suprasegmentals. The third stage involved creating and reviewing podcasts, with students identifying and producing elements of connected speech, such as content words and linkage of sounds. The pedagogical intervention focused on helping students improve their pronunciation through the use of podcasts. Students were given training on suprasegmentals and were encouraged to create and review podcasts. The study used a variety of data collection instruments, including pre- and post-tests, surveys, logs, and journals. The data analysis revealed that while the improvement in sentence stress was not significant, students found the project beneficial for self-assessment and enhancing their teaching skills. The study also explored the relationship between action research and teaching in a challenging environment, such as working with adult learners. The findings suggest that podcasting can be an effective tool for improving pronunciation and self-assessment in teacher trainees. The study highlights the importance of using technology to enhance learning and teaching practices, particularly for adult learners who may have limited experience with pronunciation. The results indicate that podcasting can be a valuable resource for improving pronunciation and self-assessment in teacher trainees.