Article JELITA: Journal of English Language Teaching and Literature Volume 6.
Number 2.
August 2025, pages 457-463
Exploring University StudentsAo
Perceptions and Attitudes Toward Podcast in English
Learning P-ISSN 2721-1096
E-ISSN 2721-1916
Shafira Zinedhina Hauda Sari Hendrawan Universitas Muhammadiyah Kalimantan Timur.
Indonesia Dzul Rachman Universitas Muhammadiyah Kalimantan Timur.
Indonesia Khusnul Khatimah Universitas Muhammadiyah Kalimantan Timur.
Indonesia Abstract This research aimed to .
explore English Language Education studentsAo perceptions of podcasts as a tool for enhancing English language learning.
examine the impact of podcasts on studentsAo motivation to learn English.
identify the challenges faced by students when using podcasts for learning.
This qualitative research used a constructivism approach and applied thematic coding in data analysis.
The research participants were ten English education students at Universitas Muhammadiyah Kalimantan Timur, selected through purposive sampling.
Data were collected through semi-structured interviews.
The findings revealed that most students perceived podcasts as flexible, enjoyable, and useful for improving listening and speaking skills.
Podcasts also positively influenced studentsAo motivation and confidence.
However, challenges such as fast-paced speech, native accents, lack of interactivity, and technical issues were Overall, podcasts are effective as supplementary tools in language learning, particularly in enhancing listening and speaking competence.
Keywords English Learning.
Motivation.
Perception.
Podcast.
University Students Corresponding author:
Shafira Zinedhina Hauda Sari Hendrawan.
Universitas Muhammadiyah Kalimantan Timur.
Samarinda.
Indonesia Email: 2111102421039@umkt.
Journal of English Language Teaching and Literature (JELITA) ISSN:2721-1096 (Prin.
, 2721-1916 (Onlin.
INTRODUCTION In the digital era, the integration of technology in language education has gained increasing attention.
One emerging medium is the podcast, which allows learners to engage with authentic spoken English flexibly.
Despite its growing popularity, many students still lack motivation in traditional English classes.
This research investigates how podcasts influence studentsAo learning experiences, motivation, and attitudes in the context of English language education.
The focus is on university students' personal experiences and perceptions of podcasts as tools for learning English, particularly in improving listening, speaking, and vocabulary skills (Insani, 2022.
Putra, 2024.
RosellAguilar, 2.
A study by (Kasih & Munir, 2.
, highlighted motivational strategies employed by students when writing argumentative essays.
They found that students utilized strategies such as environmental structuring and emotional control to maintain focus and mood during the writing process.
These findings underscore the importance of flexible learning environments a core strength of podcasts, which allow learners to study anytime and anywhere according to their preferences.
Furthermore, , from the same journal, demonstrated that using traditional audio materials .
uch as audio CDs and video.
effectively enhances studentsAo listening skills, and that proper audio presentation needs to be paired with relevant exercises.
This confirms that podcasts as a modern, internet-based audio format have significant potential to motivate and support language development when combined with structured tasks or reflective activities.
Despite these insights, a gap remains in the literature regarding the specific impact of podcasts as distinct from traditional audio tools on learner motivation and skill development in English.
While previous research has explored the effectiveness of general audio materials and flexible learning strategies, few studies have examined how podcasts, as a digital and on-demand medium, are perceived by students in terms of both motivational appeal and skill enhancement .
articularly listening, speaking, and vocabulary acquisitio.
Furthermore, there is limited qualitative research exploring studentsAo personal narratives and attitudes toward podcasts in language learning contexts, especially at the university level.
Building on these insights, this study aims to further explore how podcasts as flexible, internet-delivered audio media can affect university studentsAo perceptions, motivation, and learning experiences in using English in everyday contexts.
The approach will highlight the innovative aspects of podcasts while addressing a research gap within the related previous studies.
To achieve this aim, the study adopts a qualitative approach, allowing for an in-depth exploration of studentsAo personal experiences, reflections, and attitudes toward podcast use in English learning.
This methodological choice provides richer insights into how podcasts support language development beyond the traditional classroom setting.
Volume 6.
Number 2.
August 2025 | 458 Journal of English Language Teaching and Literature (JELITA) ISSN:2721-1096 (Prin.
, 2721-1916 (Onlin.
LITERATURE REVIEW The advancement of digital technology has significantly impacted the field of education, especially in second language acquisition (SLA).
Digital tools such as podcasts offer learners autonomy, flexibility, and access to authentic language input, enabling them to study beyond the limits of traditional classrooms.
These platforms support learner-centered approaches and cater to various learning styles .
ioianu & Puocaou, 2.
Podcasts, in particular, align with Krashen's Input Hypothesis by providing comprehensible input that aids in vocabulary development, listening comprehension, and fluency.
They also reflect VygotskyAos sociocultural theory by acting as scaffolding that supports learners' development through repeated and meaningful exposure to realworld content.
Research by (Rosell-Aguilar, 2.
, (Indahsari, 2.
, and (Insani, 2.
shows that podcasts can increase studentsAo motivation, boost confidence, reduce learning anxiety, and make the learning process more enjoyable Despite these benefits, some challenges persist.
Students may struggle with fast speech, native accents, or the lack of visual and interactive support (McGarr, 2009.
Nozari & Siamian, 2.
Podcasts alone may also be less effective in improving reading and writing skills unless paired with supplementary materials.
Nevertheless, students generally perceive podcasts positively, especially when combined with structured tasks or classroom discussions.
Their informal tone and real-life language use contribute to a more engaging and motivating learning experience.
RESEARCH METHOD
This study employed a qualitative research design using a constructivist approach to explore university studentsAo perceptions and attitudes toward the use of podcasts in English language learning.
The participants were ten students from the English Language Education Study Program at Universitas Muhammadiyah Kalimantan Timur.
They were selected through purposive sampling, with the main criteria being their familiarity and experience in using podcasts for learning English Data were collected through semi-structured interviews , which are commonly used in qualitative research to explore participants' personal experiences while allowing flexibility in responses (Pathak & Intratat, 2.
The interviews were conducted individually, either face-to-face or via online platforms such as WhatsApp and Zoom, depending on participants' preferences.
Each interview lasted approximately 15Ae20 minutes and was audio-recorded with the participantsAo consent.
The interview questions focused on studentsAo experiences, perceived benefits, motivational effects, and challenges in using podcasts for English learning The recorded interviews were transcribed and analyzed using thematic analysis.
This method was chosen to identify recurring patterns and themes related to studentsAo perceptions, motivations, and obstacles.
Manual coding was applied to ensure that the interpretation remained grounded in participantsAo actual responses Volume 6.
Number 2.
August 2025 | 459 Journal of English Language Teaching and Literature (JELITA) ISSN:2721-1096 (Prin.
, 2721-1916 (Onlin.
To uphold ethical standards, informed consent was obtained from all They were assured that their participation was voluntary, their identities would remain confidential, and the data collected would be used solely for academic FINDINGS AND DISCUSSION StudentsAo Perceptions of Podcast Use in English Learning There is the table description perceived by the students based on podcast use in learning of English.
Table 1.
StudentsAo Perception of Podcast Category Subcategory Examples of Behavior Flexibility Multitasking Listening while commuting or lying down (R1.
Skill development Listening comprehension Improved ability to catch native expressions (R3.
Vocabulary acquisition Exposure to new vocabulary and natural phrases (R2.
Speaking confidence Mimicking pronunciation and expressions from podcasts (R.
Students reported that podcasts were flexible and effective in enhancing listening and speaking skills.
They found that listening to native speakers in casual contexts helped improve their vocabulary and pronunciation.
One participant noted.
AuI usually listen while riding my motorbike or before sleeping itAos more relaxing than Ay (R.
Participants also described how repeated listening helped them become more confident in speaking.
AuAfter listening to a lot of podcast episodes.
I started recognizing phrases and became more natural when speaking,Ay said R5.
Motivational Impact of Podcast Use This can clearly be seen by the description below on how the podcast use impact the studentsAo motivation Table 2.
Podcast Use Impacted StudentsAo Motivation Category Subcategory Examples of Behavior Engagement Enjoyment Students described podcasts as fun and stressfree (R7.
Motivation Reduced anxiety Felt more relaxed Volume 6.
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August 2025 | 460 Journal of English Language Teaching and Literature (JELITA) ISSN:2721-1096 (Prin.
, 2721-1916 (Onlin.
Autonomy Self-initiated learning compared to classroom learning (R6.
Listening without being choosing topics of Podcasts were perceived as highly motivating.
Students appreciated their informal tone and real-life topics, which made English learning feel less like a chore.
As R7 shared.
AuIt doesnAot feel like studying.
ItAos fun and I enjoy the topics.
Ay Challenges in Using Podcasts Some challenges encountered when using podcast in learning English, it can be illustrated by the following table.
Table 3.
Podcasts Challenges Faced Category Subcategory Examples of Behavior Comprehension Native accents Difficulty understanding British or Australian speakers (R1.
Pace Fast delivery Replaying episodes multiple times (R2.
Interactivity Lack of feedback Unable to ask questions or clarify meanings (R.
Skill limitation Limited reading/writing Podcasts not helpful for grammar or writing tasks (R.
Despite the advantages, several students noted challenges, particularly in understanding fast or accented speech.
Some skipped episodes that were too difficult to Others expressed the need for interaction, such as visuals or transcripts.
One student commented.
AuI canAot ask the speaker anything.
Sometimes I just guess or check the comments.
Ay (R.
Additionally, students recognized that while podcasts are useful for listening and speaking, they offer limited support for reading and writing.
AuIf itAos about grammar.
I prefer other media like YouTube,Ay noted R3.
Overall, the findings highlight that while podcasts serve as effective supplementary tools, their maximum benefit is achieved when combined with structured classroom guidance or follow-up activities.
This aligns with previous studies (McGarr, 2009.
Rosell-Aguilar, 2.
which stress the need for integrated support when using audio-based media in language learning.
Volume 6.
Number 2.
August 2025 | 461 Journal of English Language Teaching and Literature (JELITA) ISSN:2721-1096 (Prin.
, 2721-1916 (Onlin.
CONCLUSION This study explored the perceptions and attitudes of English Language Education students toward the use of podcasts in learning English.
The findings revealed that students generally perceived podcasts positively due to their flexibility, informal delivery, and relevance to real-life language use.
Podcasts were found to support the development of listening and speaking skills, increase learner motivation, and reduce anxiety commonly associated with traditional classroom learning.
Despite these benefits, students also reported challenges, particularly in understanding fastpaced speech and unfamiliar accents, as well as the absence of interactive features.
Furthermore, while podcasts were useful for enhancing oral skills, they were seen as less effective in supporting reading and writing.
Overall, podcasts were not viewed as a replacement for formal instruction but rather as a valuable supplementary tool.
Their effectiveness can be maximized when integrated with structured classroom activities or reflective tasks that encourage deeper This research supports the potential of podcast-based learning as part of a blended or flexible learning environment in English language education.
Future research is recommended to explore how different types of podcast content, learner autonomy, and long-term exposure impact language proficiency.
Studies could also examine how podcast use can be integrated more meaningfully into curriculum design to support a wider range of language skills.
REFERENCES