Exploring the Relationship between Podcast Engagement and Selective Listening Skills among EFL Learners
DOI:
https://doi.org/10.24256/ideas.v14i1.10208Keywords:
Podcast engagement, selective listening, EFL learners, listening skillsAbstract
This study explores the relationship between podcast engagement and selective listening abilities in EFL learners. Although podcasts have become increasingly popular in language learning, limited research has examined the relationship between learners' engagement with podcasts and their selective listening abilities, particularly among EFL students in Indonesian universities. This study addresses this gap by investigating the relationship between podcast engagement, encompassing behavioral, cognitive, and emotional dimensions, and learners' selective listening abilities. The findings provide practical implications for EFL educators, highlighting the importance of integrating podcast-based activities into language instruction to foster active listening and enhance information-processing skills. The study employed a quantitative correlational design and included 30 English Education students from UIN Alauddin Makassar. Data collection involved administering a Selective Listening Test alongside a Podcast Engagement Questionnaire. The analysis using Pearson correlation demonstrated a robust and statistically significant relationship between podcast engagement and selective listening skills (r = 0.890; p < 0.01). The results suggest that increased interaction with podcasts correlates with an enhanced capacity to discern essential information and understand spoken content proficiently. The findings indicate that podcasts function as a valuable authentic learning tool for improving listening skills, especially in the area of selective listening. It is advisable for upcoming studies to incorporate larger sample sizes and mixed-method strategies to enhance the comprehension of learners’ engagement patterns.
References
Azmee, A. (2022). The Impact of the Podcast (BBC Sounds) to Raise Metacognitive Awareness in Developing L2 Listening Comprehension among Bangladeshi Undergraduate Learners. Call-Ej, 23(4), 103–119.
Brown, H. D., & Abeywickrama, P. (2019). Language Assessment (Principles and Classroom Practices) (3rd ed.). Pearson.
Bond, M., et al. (2020). Synthesis of student engagement with digital technologies: a systematic review of the literature. Educational Technology Research and Development.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59–109.
Hasibuan, M. E., & Male, H. (2022). Pre-Service EFL Teachers’ Perception of Using Podcast as a Learning Media to Improve Listening Skills. JET (Journal of English Teaching), 8(2), 300–311. https://doi.org/10.33541/jet.v8i2.4068
Isaadah, K. (2023). EFL Learners’ Perception of the Use of English Podcasts in Listening Skills. English Focus Journal.
Koca, B. B., & Karadag, E. (2025). Relationships Between Student Engagement in Higher Education and Academic Success and Desire to Attend University. 15(10), 137–152.
Masruddin, M., Amir, F., Langaji, A., & Rusdiansyah, R. (2023). Conceptualizing linguistic politeness in light of age. International Journal of Society, Culture & Language, 11(3), 41-55.
Masruddin, Hartina, S., Arifin, M. A., & Langaji, A. (2024). Flipped learning: facilitating student engagement through repeated instruction and direct feedback. Cogent Education, 11(1), 2412500.
Nazamud-din, A., Zaini, M. H., & Jamil, N. H. M. (2020). Original Paper The Relationship of Affective , Behavioral and Cognitive Engagements in ESL Higher Learning Classroom. 2(4), 48–64. https://doi.org/10.22158/eltls.v2n4p48
Putra, D. E., & Dianti, R. (2022). Podcast Utilization to Enhance Students’ Listening Skill. Didascein : Journal of English Education, 3(1), 14. https://doi.org/10.52333/d.v3i1.920
Richards, J. C. (2008). Teaching Listening and Speaking From Theory to Practice.
Rmelah, P. A., & Pornwiriyakit, P. (2023). Developing English Listening Skills for Comprehension Through Repetition Technique Using Podcast. Journal of Education and Learning, 12(6), 73. https://doi.org/10.5539/jel.v12n6p73
Safitri, I., & Najwa, S. (2024). Podcast towards Students’ Listening Comprehension: A Literature Review.
Saragih, D., Marpaung, A., & Saragih, R. P. S. (2022). Influence of Podcast In Improving Students’ Listening Skill of Senior High School. International Journal Corner of Educational Research, 1(2), 57–68. https://doi.org/10.54012/ijcer.v1i2.81
Syahabuddin, K., & Rizqa, K. (2021). Improving Students’ Listening Skill Using Podcasts. Journal of Digital Education, Communication, and Arts (DECA), 4(01), 51–61. https://doi.org/10.30871/deca.v4i01.2867
Taha, T. B., & Abdulrahman, M. S. (2023). The Impact of Technology on Students’ Psychological and Educational Performance. JISA(Jurnal Informatika Dan Sains), 6(1), 91–95. https://doi.org/10.31326/jisa.v6i1.1661
Thi, P. D. T. (2021). The effects of Audiovisual Media on Students’ Listening Skills. International Journal of TESOL & Education, 1(1), 2021. https://shorturl.at/gjknK
Vu, N. T. (2023). Student Engagement in Intercultural Competence : A Study at Vietnamese Colleges. 47(4), 1–13.
Downloads
Published
Issue
Section
Citation Check
License
Copyright (c) 2026 Siti Ananda Zalzabila Mudjarab, Nabila Syahrani, Nella Yuadiah Ningsih, La Sunra
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under an Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access)
