The Use of Podcasts as Learning Media: Students’ Perceptions in Listening Comprehension

Abstract

This study explores students’ perceptions of using podcasts as a medium for learning listening comprehension. A descriptive qualitative design was employed to capture in-depth insights from learners, with four respondents purposively selected based on their prior exposure to podcasts in language learning contexts. Data were collected through questionnaires and semi-structured interviews, allowing the researcher to investigate students’ experiences, attitudes, and challenges in utilizing podcasts as a learning resource. The findings indicate that students perceive podcasts as engaging, authentic, and effective tools for improving listening comprehension. They emphasized that podcasts provide flexible access to learning materials anytime and anywhere, thereby promoting autonomous learning. Moreover, the exposure to authentic speech and natural language use was considered beneficial for enhancing listening fluency, vocabulary acquisition, and pronunciation awareness. Despite these advantages, several challenges were also reported, including the speed of native speakers’ delivery, the presence of unfamiliar vocabulary, and occasional difficulty in sustaining concentration during extended listening. To address these issues, students suggested the integration of supportive materials such as transcripts, guided tasks, or teacher scaffolding to maximize learning outcomes. Overall, the study highlights podcasts as a valuable innovation in language learning, particularly in developing listening comprehension skills. The findings provide pedagogical implications for EFL teachers, suggesting that podcasts can be effectively incorporated into listening activities when complemented with appropriate instructional support. Furthermore, the study underscores the importance of fostering learner autonomy and motivation through the use of digital media in English language education.