Pei-Ling Yang<\/strong> 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.<\/p>\n Keywords<\/em><\/strong>: Project-Based Learning, podcast, attitude, motivation<\/p>\n 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\u2019s role frequently evolves into that of a guide or facilitator.<\/p>\n One of the digital technologies that has garnered significant attention in recent years is the podcast. Levy (2009, p. 775) defines a podcast as \u201can audio\/video file distributed via the Internet, often delivered automatically to subscribers at regular intervals.\u201d 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.<\/p>\n 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\u2014entailing research, scriptwriting, and audio editing\u2014enables English language learners to further refine these skills through both receptive and productive language practices.<\/p>\n 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 Pe\u00f1a (2023), Philips (2017), Sar\u0131\u00e7oban and Ko\u00e7ak (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.<\/p>\n 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\u2019 understanding of the material and strengthen memory retention (Bolliger, Supanakorn, & Boggs, 2010).<\/p>\n 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\u2014teacher-created and student-generated podcasts\u2014illustrates 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.<\/p>\n 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.<\/p>\n 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).<\/p>\n In the context of language learning, learner-generated podcasts have been shown to provide several advantages. For instance, Sar\u0131\u00e7oban and Ko\u00e7ak (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.<\/p>\n In another example, Yeh, Chang, Chen, and Heng (2021) explored the effects of podcast creation on Taiwanese university students\u2019 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.<\/p>\n In a more recent study, Chaves-Yuste and de-la Pe\u00f1a (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.<\/p>\n 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.<\/p>\n 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\u2019 attitudes, perceptions, and self-directed language learning.<\/p>\n 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:<\/p>\n 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.<\/p>\n 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.<\/p>\n 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\u2014key 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.<\/p>\n 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.<\/p>\n The project spanned 16 weeks and was divided into two main phases: input-focused learning (Weeks 1\u20138) and podcast project briefing, grouping, production, and sharing (Weeks 9\u201316). 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.<\/p>\n 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\u2014comprising information searching, scriptwriting, voice recording, voice editing, and social media uploading\u2014was conducted by students independently during their own time outside of class.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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<\/a>). 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<\/a>).<\/p>\n 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.<\/p>\n 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.<\/p>\n 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).<\/p>\n 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.<\/p>\n 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\u2019s 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.<\/p>\n 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.<\/p>\n 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\u2019 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.<\/p>\n 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<\/a>). Following the podcast project, participants completed the questionnaire, which was tailored to suit the study\u2019s objectives.<\/p>\n 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<\/a>.<\/p>\n 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\u2019s five dimensions.<\/p>\n 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.<\/p>\n 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.<\/p>\n Table 1. Perceptions of the English podcast project: Descriptive analysis<\/strong><\/p>\n
\nFu Jen Catholic University, Taiwan
\n<peiling1225![\"atmark\"](\"http:\/\/www.tesl-ej.org\/atmark.png\")
hotmail.com><\/p>\nAbstract<\/h3>\n
Literature Review<\/h3>\n
Podcasts for Language Learning Purposes<\/h4>\n
![](\"https:\/\/tesl-ej.org\/ej112\/a9pix\/image1.png\")
\nFigure 1. Classification of podcast application in language learning (revised from Rosell-Aguilar, 2007)<\/strong><\/p>\nLearner-Generated Podcasts<\/h4>\n
Project-Based Learning and Podcast Creation<\/h4>\n
\n
Methodology<\/h3>\n
Study Design<\/h4>\n
Project Design<\/h4>\n
![](\"https:\/\/tesl-ej.org\/ej112\/a9pix\/image2.png\")
\nFigure 2.\u00a0 Project design framework<\/strong><\/p>\nParticipants and Setting<\/h4>\n
Data Collection<\/h4>\n
Data Analysis<\/h4>\n
Results<\/h3>\n