February 2025 – Volume 28, Number 4
https://doi.org/10.55593/ej.28112a9
Pei-Ling Yang
Fu Jen Catholic University, Taiwan
<peiling1225
hotmail.com>
Abstract
This study explores how learner-generated podcasts can support English as a Foreign Language (EFL) learning among college students in Taiwan. Using a mixed-methods approach, data were collected from 31 participants through surveys on podcasting attitudes, learning logs, and reflective essays. The findings reveal that EFL learners generally perceive podcast creation positively, viewing it as a valuable tool for self-directed learning. Key benefits reported include increased motivation, self-confidence, enjoyment, improved metacognitive strategies, enhanced language production skills, and greater technological competencies. Furthermore, the study suggests that using themes aligned with learners’ academic subjects and personal interests can deepen their engagement with language learning. These insights provide practical recommendations for educators aiming to integrate learner-generated podcasts to promote autonomous learning and foster positive attitudes and motivation in EFL college contexts.
Keywords: Project-Based Learning, podcast, attitude, motivation
Language instructors have traditionally employed audio-visual materials as key components of instructional strategies, which, with the advent and proliferation of digital media, have transitioned into digitized formats accessible through the Internet. The integration of technological advancements has transformed language learning, offering learners enhanced convenience, a wider range of learning resources, and greater autonomy in their learning processes (Heilesen, 2010). Digital technologies, particularly those related to media and communication, have been instrumental in facilitating language learning and empowering learners to take greater control of their educational trajectories (Teh, 2021). In technology-enhanced and Internet-mediated learning environments, students often actively engage in problem-solving activities, while the teacher’s role frequently evolves into that of a guide or facilitator.
One of the digital technologies that has garnered significant attention in recent years is the podcast. Levy (2009, p. 775) defines a podcast as “an audio/video file distributed via the Internet, often delivered automatically to subscribers at regular intervals.” Podcasts offer learners access to educational content and instructional materials through mobile devices, enabling flexible and ubiquitous learning opportunities. Educators have leveraged podcasts for various teaching applications, including distance education and supplementary learning, while learners have utilized them as platforms for showcasing their understanding by producing self-generated content as part of their learning assessments.
Over the past decade, podcasts have attracted considerable attention in educational research, particularly regarding their capacity to provide language learners with authentic exposure to target languages (Rosell-Aguilar, 2007). Their accessible and user-friendly nature has led to findings suggesting that podcasts can enhance various outcomes, such as academic performance and learner motivation. Repeated exposure to podcasts has been associated with improvements in listening comprehension, oral communication skills, and vocabulary acquisition. Additionally, the process of creating podcasts—entailing research, scriptwriting, and audio editing—enables English language learners to further refine these skills through both receptive and productive language practices.
While the advantages of podcasts are well-documented, research specifically focusing on learner-generated podcasts remains limited, particularly in the context of EFL learners. Examples of such research include studies by Chaves-Yuste and de-la Peña (2023), Philips (2017), Sarıçoban and Koçak (2017), and Yeh, Chang, Chen, and Heng (2021). Although these recent studies have begun to address the topic, there is still a need for more comprehensive examinations of how learner-generated podcasts can be effectively integrated into self-directed learning environments. In particular, further research is needed to determine whether podcast creation can indeed foster autonomous learning among lower intermediate and intermediate students.
Literature Review
Podcasts for Language Learning Purposes
Podcasting has become a versatile tool in education, adopted across various levels and disciplines for diverse purposes. It is frequently used by teachers to distribute lecture materials, allowing students to review class content or access information they may have missed due to absence. However, podcasting is not limited to passive content delivery; it also provides students with opportunities to create and share their own content with an authentic audience (Stanley, 2006). This dual use highlights the flexibility of podcasts in addressing different pedagogical goals. For example, teachers can design podcasts tailored to their instructional contexts, while students can develop their own podcasts to enhance creativity and communication skills. Moreover, such uses of podcasts offer additional benefits to learners. Repeated exposure to podcast content can deepen learners’ understanding of the material and strengthen memory retention (Bolliger, Supanakorn, & Boggs, 2010).
In language learning, podcasts serve specific purposes that distinguish them from their general educational uses, such as recordings of lectures. While instructional podcasts (focused on grammar explanations, listening exercises, or pronunciation practice) may be more commonly associated with tertiary-level education, podcasts also serve as valuable tools for language learning at all levels. In addition to teacher-created content, students can engage in producing podcasts as part of speaking or writing projects. By encouraging active involvement in podcast creation, learners gain exposure to authentic language use and improve their proficiency. This dual functionality—teacher-created and student-generated podcasts—illustrates the potential of podcasting to meet the diverse needs of learners and facilitate language acquisition systematically, while also serving as accessible listening material for language comprehension. Rosell-Aguilar (2007) proposed a classification framework for podcast applications in language learning (see Figure 1), highlighting their use as both primary and supplementary instructional resources.
Figure 1. Classification of podcast application in language learning (revised from Rosell-Aguilar, 2007)
In a study by Lee and Chan (2007), 18 students listened to 3-5 minute podcasts throughout a semester and completed a survey on their experiences. The results indicated that students found the podcasts both valuable and enjoyable. Numerous studies have suggested that podcasts can enhance language learners’ listening skills, speaking abilities, and vocabulary retention (Abdous, Camarena, & Facer, 2009; Fox, 2008; Putman & Kingsley, 2012). Beyond language skills, podcasting also enables learners to develop analytical, communication, and technological competencies (Armstrong et al., 2009; Merhi, 2015). Moreover, it can reduce learning anxiety, promote student engagement, facilitate self-paced learning, and foster positive attitudes toward education (Evans, 2008). For instance, Gonulal (2020) explored the use of podcasting and vodcasting to improve extensive listening and overall L2 listening skills among college-level EFL students, revealing significant gains in both listening proficiency and pronunciation. Similarly, Mohzana (2024) investigated the effectiveness of podcasts in developing speaking skills, demonstrating that podcasts not only boost student confidence and engagement but also underscore the importance of tailoring learning strategies to meet diverse student needs. In summary, podcasting is a versatile tool with extensive applications across educational settings, providing learners with opportunities for active participation, authentic content creation, and a more positive learning experience.
Learner-Generated Podcasts
Although research on learner-generated podcasts as a language learning tool remains limited, existing studies have predominantly examined their effects on language proficiency, learner attitudes, opinions, and motivation (Hasan & Hoon, 2013). Recent research suggests that learner-generated podcasts have the potential to enhance motivation, critical thinking, and active engagement by allowing students to connect prior knowledge with new concepts (Lee, McLoughlin, & Chan, 2008).
In the context of language learning, learner-generated podcasts have been shown to provide several advantages. For instance, Sarıçoban and Koçak (2017) investigated Turkish students’ attitudes toward using and creating learner podcasts to improve their English speaking skills. During a six-week intervention, students were introduced to podcasts and trained in podcast creation. They produced five podcasts, either individually or in pairs, and published them on a class podcast page. Following the pair projects, students listened to and reviewed podcasts produced by other pairs, recording their feedback as a separate podcast. Data were collected through student questionnaires and semi-structured interviews with 10 participants, and both qualitative and quantitative analyses were employed. The results demonstrated that students found the process of creating podcasts beneficial for enhancing their speaking skills and expressed positive feelings about podcast creation.
In another example, Yeh, Chang, Chen, and Heng (2021) explored the effects of podcast creation on Taiwanese university students’ speaking progress and their perceptions of the process. Seventy-seven first-year non-English majors participated in a six-week, mixed-methods study. Data included pre- and post-test TOEIC speaking scores, two podcast recordings, and reflective essays. The findings indicated that students demonstrated improvements in speaking fluency and accuracy, with noticeable progress over the course of the study. While students acknowledged both the benefits and challenges associated with podcast-making, they reported overall positive development in their speaking abilities.
In a more recent study, Chaves-Yuste and de-la Peña (2023) examined seventy-eight high school students in Spain, who were randomly assigned to either a control group or an experimental group for one term. The study employed a quasi-experimental design, gathering quantitative data from pre- and post-tests across various language skills as well as performance scores on different tasks. The results supported the hypothesis that podcast creation and use can significantly improve EFL learners’ linguistic competence, particularly in speaking and listening skills.
Project-Based Learning and Podcast Creation
Project-based learning (PBL) is an instructional approach that engages students in exploring real-world problems and challenges, facilitating deeper learning experiences. Several studies have examined the integration of podcasts into PBL contexts. Lee, McLoughlin, and Chan (2008) found that incorporating podcasting in PBL tasks improved student engagement, motivation, and learning outcomes. McLoughlin, Lee, and Chan (2008) observed that students who created podcasts as part of PBL projects demonstrated higher levels of creativity and critical thinking compared to those who did not engage in such activities. Similarly, Matheny and Dodd (2018) also noted that podcasting supported language learning and communication skills within PBL tasks. Furthermore, Hall and Jones (2023) conducted a study involving college students in a writing course, finding that those who produced podcasts as part of a PBL project showed greater engagement and motivation, along with improved writing skills.
Collectively, these studies demonstrate that podcasts can serve as a valuable tool in PBL environments by offering learners authentic language experiences, enhancing language proficiency, and boosting engagement and motivation. However, further research is needed to explore the impact of learner-generated podcasts within PBL settings on students’ attitudes, perceptions, and self-directed language learning.
To explore this area further, the present study investigates the feasibility and effectiveness of incorporating learner-generated podcasts into a self-directed learning project. The following research questions guide the study:
- What are the perceptions of Taiwanese non-English-majored college learners regarding learner-generated podcasts as a self-directed learning project?
- What perceived benefits do Taiwanese non-English-majored college learners associate with the creation of podcasts for self-learning purposes?
- What types of topics are most frequently chosen by Taiwanese non-English-majored college learners when developing learner-generated podcasts?
Methodology
Study Design
This study adopts a project-based learning (PBL) framework integrated with learner-generated podcasts to evaluate their effectiveness in fostering English as a Foreign Language (EFL) learners’ self-directed learning. As an action research project, this study aims to address practical teaching challenges while simultaneously contributing to the understanding of effective pedagogical strategies. Action research emphasizes a cyclical process of planning, action, observation, and reflection (Kemmis & McTaggart, 1988), enabling the researcher to iteratively refine teaching practices based on data-driven insights.
The PBL approach is grounded in several core principles, including student-centered inquiry, collaboration, and authentic problem-solving, as outlined by Blumenfeld et al. (1991). These principles emphasize learners’ active engagement in meaningful projects that are aligned with real-world contexts, fostering both motivation and skill development.
In this study, the podcast creation project served as both a project-based learning (PBL) activity and a form of self-directed learning. Students take responsibility for their own learning by discovering and solving problems while creating their own English podcasts. This process encourages learners to develop their language skills independently while applying critical thinking and engaging in creative production—key components of self-directed learning. However, it is important to note that the podcast project is just one part of the entire course. The podcast creation accounts for only 5% of the overall course assessment, with the remaining 95% focusing on the main instructional materials, tests, class participation, and interaction. This structure ensures a balanced approach, emphasizing both project work and ongoing engagement with the course content.
A mixed-methods approach was utilized, combining quantitative and qualitative data collection and analysis to comprehensively understand the learners’ perspectives and experiences. By employing PBL and integrating learner-generated content, this action research explores the multifaceted influence of podcasts on language learning within a self-directed context. The explicit application of PBL principles ensured that the methodology is theoretically grounded and aligned with best practices in language education.
Project Design
The project spanned 16 weeks and was divided into two main phases: input-focused learning (Weeks 1–8) and podcast project briefing, grouping, production, and sharing (Weeks 9–16). Each week included two hours of formal classroom instruction, during which students participated in teacher-guided activities such as listening comprehension exercises, in-class pair speaking tasks, and oral recording assignments based on teacher-made podcast materials.
In the podcast production phase, students were first briefed on the project requirements and could choose to work individually or in pairs. While the formal classroom hours were primarily used for providing guidance and addressing challenges, the production process—comprising information searching, scriptwriting, voice recording, voice editing, and social media uploading—was conducted by students independently during their own time outside of class.
The first phase centered on teacher-designed podcast listening and speaking activities. These included listening comprehension exercises, in-class pair speaking activities, and post-class oral recording assignments based on the transcripts of the teacher-made podcasts. These activities provided foundational input and practice, preparing students for the subsequent production phase.
The second phase of the project, spanning four weeks, was designed to guide students through the creation of their podcasts, either individually or in pairs. Students independently chose their topics, conducted information searches, developed scripts, recorded and edited their voices, and uploaded their approximately three-minute podcasts to Instagram. To support this process, weekly workshops were held to provide structured guidance on podcast production skills, such as scripting and audio editing, alongside language support sessions focused on pronunciation and grammar.
Throughout this phase, instructors offered individualized feedback on draft scripts and preliminary recordings, ensuring that students had the necessary support to refine their work. To foster reflective and metacognitive learning, participants were required to maintain weekly learning logs documenting their progress, challenges, and strategies for overcoming difficulties (see Appendix 1). Upon completing their projects, students submitted reflective essays, offering insights into their personal experiences and attitudes toward using podcasts as a tool for self-directed English learning (see Appendix 3).
To ensure comprehensive data collection, the study gathered a variety of artifacts and feedback, including attitude questionnaires, podcast scripts, Instagram screenshots, and the learning logs and reflective essays described above. Both quantitative and qualitative content analyses were conducted to examine the learners’ attitudes, experiences, and outcomes.
This project design aligns with established PBL frameworks (Sheppard & Stoller, 1995; Hedge, 1993), emphasizing a student-centered approach that integrates information searching, collaborative scriptwriting, and authentic problem-solving tasks. The overall structure is depicted in Figure 2, illustrating the integration of input-focused learning and output-oriented production phases.
Figure 2. Project design framework
Participants and Setting
The study was conducted at a university in northern Taiwan, involving 64 undergraduate students from two classes. These students, ranging from freshmen to juniors and majoring in fields such as psychology, history, nursing, and clothing design, participated in the semester-long course, which included podcast creation as part of their self-directed study and project-based learning activities. Participants’ English proficiency levels varied between Common European frame of Reference for Languages (CEFR) levels A2 and B1, based on the Taiwan university entrance English scores (Council of Europe, 2020).
Prior to the start of the study, all participants were asked to complete an informed consent form, ensuring that only those who provided consent had their data collected. All 64 students consented to participate in this teaching research project. However, only 32 students ultimately completed the podcast creation project. Of these 32 students, 31 completed the follow-up questionnaire. During the grouping phase of the course, students were given the option to partner with one other student to create their podcasts. Despite this, for reasons such as convenience and time management, all 32 students who completed the podcasts chose to work individually.
The relatively low completion rate (50%) warrants further discussion. Based on follow-up interviews with five students who did not submit their podcasts and the instructor’s classroom observations, two primary factors were identified as contributing to this outcome. First, the English proficiency of the participants, which ranged from CEFR A2 to B1 levels, played a significant role. Students with lower proficiency levels, particularly those at A2, often expressed a lack of confidence in engaging in spoken content creation or participating in speaking activities. This hesitation or apprehension may have discouraged them from completing the podcast creation. Second, the podcast project accounted for only 5% of the total course grade. Since the course also included other assignments and assessments with higher stakes, students may have prioritized those tasks over the podcast project.
It is important to clarify that the follow-up interviews were conducted with a subset of five students who did not complete the project to better understand their challenges. These students mentioned factors such as time constraints, oral English anxiety, and lack of confidence as key reasons for not finishing their podcasts.
Additionally, the podcast creation project was part of a broader course that included multiple learning activities and assessments. While the 16-week course incorporated podcast creation as a key element, it was not the sole focus. The relatively low weighting of the podcast project in the overall grade likely impacted students’ motivation to complete it. These findings highlight the need for additional scaffolding and support, especially for students at A2 proficiency, to ensure they can successfully engage in projects like podcast creation.
Data Collection
Data collection involved a multi-faceted approach, utilizing a podcast perception questionnaire, podcast scripts, Instagram screenshots, learning logs, and reflective essays. Learning logs were maintained by students throughout the four-week podcast production process. These logs captured their detailed learning journey, including activities such as researching materials, drafting scripts, recording audio, and so forth. Reflective essays, on the other hand, were written after the podcast projects were completed, encouraging students to critically evaluate their learning experience. In these essays, students reflected on what they had learned, identified difficulties they faced, and discussed the strategies they used to address these challenges. The questionnaire was adapted from Buana and Miftachudin (2021) and consisted of 20 Likert-scale items, divided into five key dimensions: affective attitude, behavioral attitude, affective difficulties, behavioral difficulties, and cognitive difficulties (see Appendix 2). Following the podcast project, participants completed the questionnaire, which was tailored to suit the study’s objectives.
The podcast project was structured as a self-directed learning activity. Participants were given a four-week window to complete their podcasts, with a focus on producing concise, three-minute recordings. Sharing podcasts on Instagram provided an authentic audience while leveraging a familiar platform. Reflective essays offered deeper insights into the participants’ experiences and challenges, with samples of students’ reflective essays provided in Appendix 3.
Data Analysis
Quantitative data were analyzed using SPSS Statistics version 22, employing descriptive statistics, independent samples t-tests, and correlation analysis. Descriptive statistics provided an overview of learners’ attitudes, while t-tests explored potential gender differences in attitudes. Correlation analysis examined relationships between the questionnaire’s five dimensions.
Qualitative data were analyzed using content analysis, which involved systematically organizing, coding, and categorizing the data to identify patterns and themes within the participants’ reflective essays. Following established procedures (Krippendorff, 2013), this process focused on quantifying and qualifying the data to uncover insights into students’ motivation, confidence, enjoyment, metacognitive strategies, language production skills, and technology skills. MAXQDA 2022 software was employed to facilitate this process, enabling the structured analysis of textual data and the visualization of key patterns.
Results
Based on the quantitative analysis, the results (see Table 1) show that participants generally held positive perceptions of the English podcast project, as reflected in both affective (M = 3.94, SD = 0.515) and behavioral (M = 3.78, SD = 0.517) dimensions. The highest mean score was recorded for Q4 (“I feel confident in attempting to speak English with accurate pronunciation”) (M = 4.19, SD = 0.749), indicating relatively high confidence across participants, albeit with moderate variability, followed by Q1 (“I enjoy practicing speaking English by making podcasts”) (M = 4.16, SD = 0.638), indicating that learners found the process of creating English podcasts both enjoyable and motivational for self-directed pronunciation practice.
Table 1. Perceptions of the English podcast project: Descriptive analysis
| Dimension | n | Mean | SD | |
| Affective attitude (Q1-Q4) | 31 | 3.94 | 0.515 | |
| Behavioral attitude(Q5-Q10) | 31 | 3.78 | 0.517 | |
| Affective aspect difficulties (Q11-Q13) | 31 | 2.71 | 0.992 | |
| Behavioral aspect difficulties (Q14-Q17) | 31 | 3.23 | 1.783 | |
| Cognitive aspect difficulties (Q18-Q20) | 31 | 2.98 | 0.779 |
Regarding difficulties, the low score for Q16 (“I think it makes me even shyer and unwilling to speak English”) (M = 2.35, SD = 1.427) suggests that most learners did not perceive podcast production as a task that exacerbated their self-consciousness in speaking English, despite notable variability among responses. Similarly, Q12 (M = 2.39, SD = 1.334) indicates that learners generally did not find the task particularly challenging.
Correlation analysis of different types of attitudes revealed a significant positive correlation between affective and behavioral attitudes (r = 0.625, p < .001), suggesting that positive emotions may strongly influence learners’ active engagement in creating English podcasts.
The correlation analyses of different types of difficulty revealed a significant positive correlation between affective and behavioral aspect difficulties (Table 2), suggesting that greater emotional difficulties in creating English podcasts are linked to more behavioral challenges in the process. Furthermore, the positive correlation between affective and cognitive aspect difficulties suggests that emotional difficulties may also be related to cognitive struggles, such as planning or organizing content for the podcast.
Table 2. Correlation analysis of difficulty dimensions
| Dimension | Affective difficulties | Behavioral difficulties | Cognitive difficulties | |
| Affective difficulties | 1 | 0.473** | 0.356* | |
| Behavioral difficulties | 0.473** | 1 | 0.304 | |
| Cognitive difficulties | 0.356* | 0.304 | 1 |
Note: **p< .001; * p< .005
The results of analysis by gender (refer to Table 3) revealed that male learners held less positive attitudes toward the English podcast project compared to their female counterparts. Specifically, there were significant differences in their responses to two question items, namely Q12 (I feel like podcast-making is too complicated to be done) and Q16 (I think it makes me even shyer and unwilling to speak English). These findings suggest that male learners had lower levels of confidence in their ability to create English podcasts.
Table 3. Attitudes of gender groups toward the English podcast project
| Q12: I feel like podcast-making is too complicated to be done | Q16: I think it makes me even shyer and unwilling to speak English | |||||
| Mean (SD) |
T value | P value | Mean (SD) |
T value | P value | |
| 3.674 | .003 | 2.400 | .029 | |||
| Male | 3.89 (1.364) |
3.22 (1.202) |
||||
| Female | 2.05 (.999) |
2.05 (1.327) |
||||
Addressing RQ1—”What are the perceptions of Taiwanese non-English-majored college learners regarding learner-generated podcasts as a self-directed learning project?”—the findings indicate that the participants exhibit generally favorable attitudes towards engaging in learner-generated podcast projects. Notably, affective and behavioral attitudes demonstrated a positive correlation, suggesting that a positive emotional disposition towards the project is associated with active participation. Additionally, emotional difficulties were linked to behavioral challenges (r = 0.473, p < .001) and cognitive struggles, such as planning or organizing content (r = 0.356, p < .005). Nonetheless, it is worth mentioning that male students exhibited relatively diminished levels of self-assurance concerning their ability to complete a podcast project independently.
Learners’ Reflective Essays on the English Podcast Project
Students wrote their reflective essays in Mandarin Chinese, which were later translated into English for thematic analysis. Using MAXQDA 2022, the qualitative analysis revealed five main dimensions: motivation and confidence, enjoyment, metacognitive strategies, language production skills, and technology skills. The first four dimensions align with previous research by Philips (2017), emphasizing the benefits of incorporating student-produced podcast assignments.
Motivation and Confidence. Learners expressed the view that while the podcast project was initially daunting, their confidence grew as they discovered their ability to produce English podcasts. This boosted their motivation to continue practicing oral English even after the project ended. The process instilled a sense of accomplishment and an eagerness to engage in further language learning activities.
Examples from students’ reflective essays:
S2: “Before starting, I was nervous and unsure of my ability. But after some struggle, I can now read smoothly, and hearing the final results gives me a sense of accomplishment. I never expected to be able to make an English podcast by myself.”
S6: “Recording was tough—I stumbled a lot. But I’m proud of finishing it, and now feel more confident speaking English.”
S30: “My English speaking isn’t strong, but more practice reduces my fear. I know consistent practice is key to improvement.”
Enjoyment. Students found the English podcast project to be innovative and enjoyable. Despite initial challenges, they appreciated the process, especially if they were podcast enthusiasts or relished the chance to share personal stories in English.
Examples from students’ reflective essays:
S13: “This was my first podcast, and it was challenging. My English writing isn’t great, so some concepts didn’t translate well. Still, I enjoyed the process since I love listening to podcasts.”
S14: “I found the whole experience interesting. Even though I made mistakes, I fixed them, and the recording wasn’t as daunting as I thought.”
Metacognitive Strategies. The data revealed that students utilized strategies such as time management, content research, and analyzing other podcasts for inspiration. They emphasized clear articulation, pacing, and persistence in achieving satisfactory results.
Examples from students’ reflective essays:
S11: “It’s important to articulate clearly and maintain a good pace. As a perfectionist, I re-recorded many times until satisfied.”
S12: “Choosing a theme was hard, but I eventually shared my exchange experience after hearing a similar podcast. Despite using online translations, I learned new vocabulary through repeated effort.”
Language Production Skills. The podcast project offered more speaking practice than typical university English classes, where speaking is often limited. Students recognized gaps in their proficiency and gained new vocabulary, enhancing both accuracy and fluency in spoken English.
Examples from students’ reflective essays:
S9: “I enjoy recording podcasts, even though I spend more time perfecting pronunciation. It’s really helped improve my oral skills.”
S10: “I noticed language gaps while producing my podcast, but it led to learning new words and communicating better.”
Technology Skills. Learners also developed skills in recording, editing, and uploading their podcasts. They recognized these skills as practical for future academic and professional tasks.
Examples from students’ reflective essays:
S16: “I learned a lot about editing software and enjoyed choosing the soundtrack.”
S22: “Though challenging, creating podcasts strengthens English learning, writing, and video-making skills—it’s like killing three birds with one stone.”
S28: “I enjoyed designing the cover, choosing music, and editing. My English reading became smoother, and I gained better control over the music as I progressed.”
Addressing RQ2—”What perceived benefits do Taiwanese non-English-majored college learners associate with the creation of podcasts for self-learning purposes?”—participants perceive podcast creation as beneficial for strengthening their learning motivation, building confidence, enhancing enjoyment, improving metacognitive strategies, refining language production skills, and advancing their technology skills.
Themes of Learner-Generated English Podcasts
Participants were given the freedom to choose topics for creating their podcasts, resulting in a diverse array of subjects. Analysis revealed four major themes (Table 4): relevance to the learner’s academic subject, personal interests and experiences, textbook content, and current events. This finding highlights the advantages of giving students the freedom to choose their own podcast topics, allowing educators to observe the subjects that students are most interested in. Such insights are beneficial for future course planning, as they help teachers select appropriate materials and design assignments that align with students’ interests, thereby enhancing motivation and engagement. A total of thirty-two learner-generated English podcasts were produced, with students working individually to create them. Four of these podcasts are excerpted in Appendix 4.
Table 4. Learner-generated podcast themes
| Theme | Numbers of podcasts | Percentage of total | Titles of podcasts |
| Relevant to the learner’s academic subject | 10 | 31% | Japanese Yokai Yukionna History of comics What is LOVE? How to complete a painting How to show the personal charm of girls Why I study in the department of nursing and my impressions after finishing my freshman year Psychology Fashion style Artist exhibition My art creation |
| Relevant to the learner’s interests or past experience | 16 | 50% | Online game competition My favorite singer Grammy Awards Taylor Swift My dream to create something for children Beautiful songs by Ed Sheeran Red Bull Racing My pet hamster Music of the 80s and 90s Previous experiences as an exchange learner in Korea Experiences of joining an international leader camp Music and TV–a new boy band talent show in Taiwan Netflix program recommendation: The Sinner Jane Austen– author Movie–The Pursuit of happiness Favorite basketball player in Taiwan |
| Relevant to the content of the textbook | 4 | 13% | Culture differences and body language World-famous festival in Munich Food waste The impact of social media |
| Relevant to current events | 2 | 6% | COVID-19 people’s life How to cope with stress during COVID-19 |
To address RQ3—“What types of topics are most frequently chosen by Taiwanese non-English-majored college learners when developing learner-generated podcasts?”—the findings suggest that participants tend to select themes aligned with their academic subjects and personal interests. These preferences reinforce the notion that personalized content fosters greater investment in language learning. Additionally, themes related to textbook content and current events reflect learners’ efforts to connect language learning with real-world contexts, offering insights for educators designing future lesson plans and assignments.
Discussion and Implications for EFL Classrooms
Despite the growing body of research on using podcasts in English language learning, studies focusing on learner-generated podcasts, particularly within a Project-Based Learning (PBL) framework to promote autonomous learning, remain limited. Foreign language acquisition requires substantial self-directed study beyond classroom instruction, and PBL offers learners the opportunity to create podcasts on topics that spark their interest and passion. This process not only cultivates independent learning but also hones metacognitive skills such as planning, organizing, iterative practice, and making adjustments. Additionally, learners can apply digital technology to record and enhance their podcasts with background music.
Although this study was conducted with tertiary EFL learners in Taiwan, the findings offer broader implications for diverse language learners and contexts, particularly when considered alongside similar studies conducted in other regions of the world. This comparison highlights shared challenges and strategies across different educational and cultural settings, further underscoring the relevance of the findings beyond the Taiwanese context. Firstly, learner-generated podcasts can effectively improve receptive skills (e.g., listening and reading) while also enhancing productive skills, particularly English-speaking motivation and confidence (Hasan & Hoon, 2013; Lee, McLoughlin, & Chan, 2008; Philips, 2017). Therefore, when planning lessons, especially for large classes, teachers could incorporate learner-generated podcast projects to increase opportunities for practicing spoken English (Buana & Miftachudin, 2021; Chaves-Yuste & de-la Peña, 2023; Sarıçoban& Koçak, 2017; Yeh, Chang, Chen, & Heng, 2021). Compared to practicing textbook dialogues, learners are more engaged in podcast scripts that allow for creativity and personalization.
Secondly, learner-generated podcasts can be integrated into English self-directed learning strategies. Teachers might utilize learning logs to enable learners to document and reflect on their learning and production processes. Traditionally, learning has focused more on outcomes than on the learning journey. By incorporating learner-generated podcasts, which demand English proficiency, metacognitive skills, and technical abilities, learners can showcase their language creativity. Learning logs could then be used both as a reflective tool and as part of the assessment.
Thirdly, the findings suggest that while the podcast project offers significant potential for enhancing self-directed learning and language skills, the low completion rate highlights the need for adjustments to increase student participation. One possible reason for the low completion rate could be the insufficient confidence of lower-proficiency learners, indicating the importance of providing additional scaffolding, such as step-by-step guidance or more in-class practice, to support these students. Additionally, increasing the project’s weight in the overall course assessment may incentivize greater commitment and effort from participants, thereby addressing the challenges related to low participation.
Limitations
While this study provides valuable insights, it is essential to acknowledge certain limitations. Firstly, the study’s sample size was limited to 31 participants from a single university in northern Taiwan. Although this number is not insignificant, it may not fully capture the diverse experiences of all EFL learners. Future research should aim to include a larger and more varied participant pool from multiple educational institutions and regions to further enhance the generalizability and external validity of the findings. While this study already contributes to a growing body of research from different parts of the world, expanding the participant base in future studies could provide even more diverse perspectives and strengthen the global relevance of the findings. Secondly, this research relied on self-reported data, such as attitude questionnaires and reflective essays. Self-reported measures can be subject to biases or socially desirable responses, potentially affecting the accuracy of the data collected. Future studies could employ complementary data collection methods, such as interviews or observations, to provide a more comprehensive and nuanced understanding of learners’ attitudes and experiences with podcast projects.
Thirdly, this study involved a 16-week timeframe for implementing the overall project, but the actual podcast production took place over a concentrated 4-week period. While this timeframe provided a structured setting for the project, the depth and complexity of the podcasts produced by participants may have varied based on the amount of time dedicated to the activity each week. Future research could investigate long-term projects to observe the ongoing development and improvement of learners’ English skills. An extended timeframe would likely yield richer insights into the sustained effects of learner-generated podcasts on language learning outcomes.
Conclusions
In conclusion, this study highlights the potential of learner-generated podcasts as a valuable tool in EFL classrooms. Participants in this research expressed positive attitudes toward creating English podcasts, reporting enjoyment and recognizing the activity’s positive impact on their English-speaking confidence. These findings suggest that incorporating learner-generated podcasts in language learning can enhance student motivation, engagement, and self-confidence in speaking English.
Furthermore, the themes identified in students’ podcast topics offer educators insights into their interests and experiences. This information can guide the design of assignments that align more closely with students’ preferences, which can, in turn, foster motivation and make language learning more meaningful. By providing opportunities for creativity and personal expression, learner-generated podcasts also promote autonomous learning and cultivate diverse skills that are applicable beyond the classroom. Overall, incorporating learner-generated podcasts into EFL instruction presents a promising strategy for fostering learner autonomy, enhancing language skills, and supporting a more personalized learning experience.
About the Author
Pei-Ling Yang is currently an assistant professor at Fu Jen Catholic University in Taiwan. With over 15 years of experience teaching English as a foreign language at the university level, she holds an MA in ELT and Multimedia from the University of Warwick, UK, and a Ph.D. in TESOL from Tamkang University, Taiwan. Her research interests include learning strategies, self-efficacy, technology-assisted language learning, Project-Based Learning, and English picture books for EFL learners. ORCID ID:0000-0001-6718-8050
To Cite this Article
Yang P.-L., (2025). The role of podcast creation in supporting motivation and self-directed learning among EFL college students: an action research study. Teaching English as a Second Language Electronic Journal (TESL-EJ), 28(4). https://doi.org/10.55593/ej.28112a9
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Appendix 1
Samples of students’ learning logs
| Date | Progress | A few words to describe your feelings or the problems you have | |
| S03 | May 15 | set the topic, distribute it into two parts, set up time limit | I’m so happy that I got the chance to introduce my favorite program. |
| May 24 | collect information | some fans established a Wikipedia for Atom Boyz. Those clear tables and information decrease my obstruction a lot. | |
| June 1 | writing podcast script | It is my honor to write the script about the show I like. Although I’m not good at English writing, I ‘m enjoy doing this. | |
| June 19 | recording | I attended a video cutting class online, so it’s a great time for me to practice the recording skill. | |
| June 20 | cutting | I’m proud of myself of finish the project. It’s an interesting assignment for me. | |
| S13 | June 10 | to confirm the content which I would like to share | As long as the topic is confirmed, all should be fine. |
| June 11 | to write down my content | another leap on the way to complete the project!! | |
| June 16 | done recording and upload to my social media account | it’s almost done | |
| June 18 | complete project log, survey and etc. | excited!!! I’ve done a podcast by myself without others help. | |
| S18 | May 20 | Listened to various types of podcast. And find what topic I want to say. | It is interesting to hear about many special topics. |
| May 22 | Wrote Chinese script. | I was excited to start my podcast. | |
| June 2 | Translated into English and revised script. | The translation process made me feel a little frustrated. | |
| June 10 | Tried recording and then recorded officially. | Finishing podcast gives me a great sense of accomplishment. | |
| S25 | June 5 | data collection | no thinking of what to talk about, I decide to make it sound more like speaking |
| June 9 | recording 1 | I had a cold, so my voice wasn’t very clear, and I wasn’t happy | |
| June 13 | recording 2 | My voice is still not better | |
| June 15 | editing | I tried to add music, but there was a problem with the software. | |
| June 18 | uploading | I couldn’t add music, so I just uploaded it without it. |
Appendix 2
The Podcast Perception Questionnaire (adapted from Buana and Miftachudin, 2021)
Please provide your perspective on English learning experiences with podcasts in the following questions. Keep in mind that there are no right or wrong answers—simply answer as accurately as you can. Utilize the scale provided below to respond to each item in the questionnaire.
5 = strongly agree; 4 = agree; 3 = no opinion; 2 = disagree; 1 = strongly disagree
| 1 | I enjoy practicing speaking English by making podcasts. |
| 2 | It does not burden me to produce an English podcast. |
| 3 | I feel okay to make mistakes while practicing speaking. |
| 4 | I feel confident in attempting to speak English with accurate pronunciation |
| 5 | I organize the materials and prepare them well. |
| 6 | I easily do the recording. |
| 7 | I am able to do some improvisations and add my own words to make my podcast. |
| 8 | I think making podcasts helps to practice speaking English when I do not have partners to practice speaking. |
| 9 | In my opinion, making podcasts should be included in English projects. |
| 10 | It makes me feel more comfortable speaking English without facing others. |
| 11 | I feel uncomfortable listening to my own voice in recordings. |
| 12 | I feel like podcast-making is too complicated to be done. |
| 13 | It’s hard for me to hear and identify grammar errors or mispronunciations in my own speaking. |
| 14 | I have trouble speaking fluently without reading the materials bit by bit. |
| 15 | In my opinion, preparing and recording takes a significant amount of time. |
| 16 | I think it makes me even shyer and unwilling to speak English. |
| 17 | In order to make my podcast better, I am willing to spend time practicing speaking. |
| 18 | Writing my podcast scripts is challenging because my English proficiency is not strong |
| 19 | I am willing to make another English podcast even though I am not asked to do so. |
| 20 | I listen to several English podcast programs in order to prepare for my own podcast. |
Appendix 3
Samples of students’ reflective essays
| Instruction: Feel free to write in Chinese. Please describe your feelings before, during, and after creating the podcast, the impact of podcast production on your English learning, and any changes you have experienced, in 80-150 words. | ||
| Original texts in Chinese | Translated in English | |
| S03 | 製作podcast前我覺得較難的是把主題確定下來，後來想起曾經看過有人也通過podcast分享自己的交換生經驗因此起意覺得自己也可以嘗試做這個主題。確定好主題後，接下來就是擬寫內容的部分，過程中發現也許是畢業一段時間後不常使用英文，很多詞彙已經無法記起因此常常翻譯尋找適合的字眼。錄音也是反覆錄了好幾次才錄出稍微滿意的！若是要上台分享且無法參考自己寫的內容，我肯定無法背出！在製作podcast的過程中我一次又一次地上網翻譯尋找適合的字眼、讀了好幾遍刪改詞語、語法（雖然可能還是有錯誤），錄音也錄了好幾次。但我覺得通過這一次的作業，若是認真地付出，自己也學會了不少新詞彙！ | Before making the podcast, I thought the hardest part was deciding on the topic. Then I remembered seeing someone share their study abroad experience through a podcast, and I thought I could try that topic too. Once the topic was set, the next step was writing the content. I realized that after graduating and not using English much, I had forgotten many words, so I often had to look up translations to find the right words. I also recorded several times before I was somewhat satisfied with the result. If I had to present without referring to my script, I definitely couldn’t memorize it! During the podcast creation, I kept looking up translations, reading and revising words and grammar (even though there might still be mistakes), and recording multiple times. But I feel that through this task, if I put in the effort, I learned a lot of new vocabulary! |
| S17 | 很開心能嘗試做這件事情，也很謝謝老師出這個作業，由於老師沒有主題的限定，我就找了一個跟現在最相關的時事那就是疫情了，對於我本身而言的感受是這個疫情已經在全球三年長的時間了。我也覺得自己身為台灣人真的是非常幸福的，在三年當中，有好多的日子都在+0中度過，甚至我們能擁有自由，就算在三級警戒，大家一樣能出去買東西。在這幾周遠距在家上課的日子，因為家人先中標，隨著我也跟著快篩陽性，我也是正常心態面對，希望這個世界能趕快變好。在製作前的心情其實是有點害怕的，會覺得沒有嘗試過不確定自己能不能夠做好，但在座的途中，其實我是很享受的，雖然英文沒有念得很好，但我非常喜歡做作業的過程，不害怕失敗，從原本念的超卡，到現在能順順的念完，雖然中間還是有一些字念的沒這麼順，但我很開心能完成這個作業，以後有相關的錄音也不畏這麼害怕了。謝謝老師出這個作業!!!非常值得學生做練習:))) | I’m really happy to have the chance to try this project, and I’m grateful to the teacher for assigning this task. Since there were no restrictions on the topic, I decided to choose something very relevant right now – the pandemic. Personally, I feel that this pandemic has lasted for more than three years worldwide. I also feel very lucky to be Taiwanese because, over these three years, many days have been spent with no new cases, and we still have freedom. Even during level 3 restrictions, we could still go out and shop. During these weeks of remote learning at home, my family first tested positive, and then I also tested positive, but I stayed calm and hoped that the world would get better soon. Before starting the project, I was a bit scared because I had never tried this before and wasn’t sure if I could do it well. But during the process, I really enjoyed it. Even though my English isn’t perfect, I really liked doing the task. I wasn’t afraid of failure. From struggling to read at first, I’m now able to read more smoothly, though there were still some words that I couldn’t pronounce perfectly. I’m so happy to have finished this task, and I won’t be so scared to do related recordings in the future. Thank you, teacher, for this assignment! It was a very valuable practice for students :)) |
| S20 | 這是我第一次錄podcast，一開始真的不知道要分享什麼，而且感覺很複雜，後來想到主題後，在一邊寫草稿的時後有幫助我學習到新單字也有複習到一些太久沒用的片語，回想整段故事分享也很有趣，錄音的時候也沒遇到什麼大問題，錄第一二次有唸錯，後面就還好了，沒想到錄podcast其實蠻好玩的，沒有想像中的困難。 | This is my first time recording a podcast. At first, I really didn’t know what to share, and it seemed very complicated. Later, after I thought of a topic, writing the draft helped me learn new vocabulary and also review some phrases I hadn’t used in a long time. Looking back, sharing the whole story was quite fun. I didn’t have many problems while recording. I made a few mistakes in the first and second recordings, but after that, it was much better. I didn’t expect that making a podcast could actually be really fun and not as difficult as I thought. |
| S26 | 製作前我是有點不確定自既要做甚麼的，當我開始有些想法的時候我才開始有了熱情，查了許多相關資料也理解到別人每一次做這種廣播節目是多麼不輕鬆，在製作的時候就開始發現到在口語上仍會有卡頓的地方或是由於對單字不熟悉容易唸錯的部分。不過也是因為這樣才讓我能學到更多單字，還有透過英文講出自己喜歡的故事。 | Before I started making the podcast, I wasn’t sure what to do. When I began to have some ideas, I got excited. I searched for a lot of related information and understood how not easy it is for others to make this kind of broadcast. During the production, I noticed that I still had some pauses in my speech and made mistakes in pronunciation because I wasn’t familiar with some words. However, it was because of this that I learned more vocabulary and had the chance to share a story I like in English. |
Appendix 4
Samples of students’ podcast projects
Below are excerpts from four student-created podcasts, which have been edited and combined into a single audio file by the researcher. (URL: https://youtu.be/j8NknevwFLI):
| Podcast title | Theme | Podcast text |
| The Only One Time Podcast | Video game news introduction | Welcome to [the only one time podcast], I’m Stanley and today I want to share a news about a game. The game’s name is League of Legend, also called LOL,is a multiplayer online battle arena video game, it was released in 2009 and today was also very popular. I think every boys who like to play games must know it . |
| Pauline’s Channel | cultural differences—body language | Welcome to Pauline’s channel, I’m Paulineand today I’m talking about the interpretation for body language.
The First thing we’re going to talk about is bowing. Bowing is important in many East Asian cultures, including Japan, China and Korea (among others). While Western countries reserve the bow at the end of a (hopefully) great stage performance, bowing in these East Asian countries is part of basic etiquette to show respect and gratitude. In Korea, you bow when initially meeting a person, to say “Hello,” to bid “Goodbye” and to say “Thank you” and “I’m sorry.” |
| hann music | music and artist introduction | Welcome to hann hann music, I’m hann and today I’m talking about a song sung by Camila Cabello and Ed Shreen.Bam Bam is a song about breakup, and then they pull themselves together . Now let’s listen one part about this song.
[music ~] alright, this song really hit me. For record, I did not breakup or divorce. It’s just I really felt tired recently. The song sang “Así es la vida, sí Yeah, that’s just life, baby” |
| Ching’s podcast | clothing culture | I want to introduce 4 style of clothing. That’s beginning at boho-chic look. boho is the abbreviation of bohemian, and chic is mean fashion, noble, picturesque. This style absorbs the ethical elements from Eastern European, gypsy, and Mexico, then combine with the hippie culture. Finally become the boho-chic look we saw nowadays. Its characteristics are freedom, romance, mythical self .It’s classic elements are laminated lace, print dresses, fringe, suede, and embroidery. |
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