Podcast-Based Learning in EFL Classrooms: Enhancing Junior High School Students’ Listening Skills and Motivation
Abstract
This research investigates the effectiveness of podcast-based learning in enhancing junior high school students’ listening skills and learning motivation in the Indonesian EFL context, where learners often experience limited exposure to authentic spoken English and low engagement in listening activities. Although previous studies have reported the benefits of podcasts in language learning, limited attention has been given to their combined impact on listening comprehension and motivation among lower-secondary EFL learners. An explanatory sequential mixed-methods design was employed involving 68 ninth-grade students from a junior high school in West Java, Indonesia, who were divided into experimental and control groups. Quantitative data were collected through listening pre-tests, post-tests, and motivation questionnaires, while qualitative data were obtained through semi-structured interviews. The quantitative findings revealed that students in the experimental group demonstrated significantly greater improvement in listening achievement than those in the control group. ANCOVA analysis indicated a statistically significant effect of podcast-based learning on students’ listening performance (F = 39.4, p < 0.001, η² = 0.377), suggesting a large effect size. Questionnaire results further showed positive student responses toward podcast-based learning in terms of motivation, enjoyment, confidence, and engagement. In addition, qualitative findings revealed that podcasts provided authentic listening exposure, improved vocabulary and pronunciation awareness, and encouraged learner autonomy through flexible listening practice. Overall, podcast-based learning appears to support both the cognitive and affective dimensions of language learning. The findings imply that integrating podcasts into EFL listening instruction can create a more authentic, engaging, and learner-centered learning environment for junior high school students while supporting technology-enhanced language learning practices in secondary education contexts.
Keywords
References
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DOI: https://doi.org/10.31004/jele.v11i4.2562
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