The use of podcast to improve speaking competence of EFL learners

Abstract

This study investigates the use of podcasts as a tool for improving the speaking competence of Bangladeshi undergraduate EFL learners. Although podcasts are increasingly used in global language-learning contexts, their role in enhancing speaking-related skills in Bangladeshi universities remains underexplored. Using a convergent mixed-methods design, the study collected quantitative data from a Google Form survey completed by 24 undergraduate students and qualitative data from semi-structured interviews with 4 participants. The survey measured learners’ perceptions of podcasts in relation to vocabulary development, pronunciation, listening comprehension, speaking confidence and overall enjoyment, while the interviews provided deeper insights into learners’ experiences and challenges. The findings indicate that learners hold highly positive perceptions of podcast-based learning. Most participants reported that podcasts support vocabulary learning, improve understanding of different accents and help them follow the main ideas of spoken texts. Students also described increased motivation and greater willingness to speak English after listening to authentic speech samples. Pronunciation improvement and reduced speaking anxiety were also noted, though these varied depending on learners’ listening habits and strategies. Qualitative data further revealed that learners commonly replay difficult segments, imitate speakers, and take notes, suggesting that podcasts promote autonomous learning practices. Challenges included fast speech, unfamiliar vocabulary, and occasional technical limitations. Overall, the study concludes that podcasts are an effective supplementary tool for developing speaking competence by enhancing vocabulary acquisition, listening comprehension, pronunciation awareness, and speaking confidence. The findings highlight the potential for integrating podcasts into EFL speaking and listening courses in Bangladesh and suggest the need for further research on classroom-based implementation and long-term skill development.