It is essential for foreign language learners to have adequate opportunities for speaking in order to enhance the acquisition of oral communicative competence. Although research over the last few years has dealt with the potential of podcasting for the development of oral competencies, little has been done towards its application in the "improvement" of speaking skills or the "correction" of pronunciation. This article presents experiments with podcasts developed in French foreign language classes over the course of ten years. The results obtained relate to the following three aspects: firstly, selection and analysis of the available tools fostering greater oral activity and effective correction of pronunciation; secondly, the quantification of spoken language according to the actual duration of the podcasts, as well as preparation time estimated by the students; finally, the evaluation of spoken language using certain indicators of improvement of pronunciation.