Podcast videos-based language learning materials integrated with metacognitive skills in improving EFL learners’ speaking skills and intercultural pragmatic competences
DOI:
https://doi.org/10.30762/jeels.v13i1.6966Keywords:
Podcast video-based learning, Speaking skills, Intercultural pragmatic competence, Metacognitive strategies, EFL instructionAbstract
Recognizing that speaking proficiency requires not only linguistic accuracy but also metacognitive awareness and intercultural sensitivity, the research introduces podcast videos as authentic resources to provide contextual exposure to real-life communication. This study investigates the effectiveness of podcast video–based instructional materials integrated with metacognitive strategies in enhancing English as a Foreign Language (EFL) learners’ speaking skills and intercultural pragmatic competence. Employing a mixed-method concurrent embedded design, the study involved 67 middle school students in Central Lombok, Indonesia, who were divided into experimental and control groups. Data were collected through pretests, posttests, and interviews, with instruments designed to measure speaking performance, intercultural pragmatic competence, and metacognitive skills. Quantitative results revealed significant improvements in the experimental group’s speaking and intercultural competence, supported by high mean scores and statistically significant differences in t-test analyses. Metacognitive integration also fostered learners’ ability to plan, monitor, and evaluate their communication strategies, leading to greater learner autonomy. Qualitative findings indicated positive learner perceptions, with students highlighting the authenticity, motivation, and relevance of the podcast-based materials. Podcast videos mixed with metacognitive scaffolding appear to be a unique and effective EFL teaching method. The study offers both theoretical and practical implications for technology-enhanced, student-centered pedagogy.
Downloads
References
Adem, H., & Berkessa, M. (2022). A case study of EFL teachers’ practice of teaching speaking skills vis-a-vis the principles of communicative language teaching (CLT). Cogent Education, 9(1), 2087458. https://doi.org/10.1080/2331186X.2022.2087458
Anabel, T. W. V., & Simanjuntak, D. C. (2022). Obtaining preferences from a hybrid learning system to promote English-speaking ability through focus group discussion. Journal of Languages and Language Teaching, 10(2), 118. https://doi.org/10.33394/jollt.v10i2.4994
Azzalini, A. (2023). Critical thinking, questioning and reasoning as inclusive teaching methods for English language learning with gifted students. EL.LE, 3, JournalArticle_11785. https://doi.org/10.30687/ELLE/2280-6792/2023/03/003
Burns, L. V. F., & García, M. R. (2022). Intercultural and linguistic competences for engineering ESP classes: A didactic framework proposal through problem‐based learning. International Journal of Applied Linguistics, 32(1), 3–24. https://doi.org/10.1111/ijal.12370
Carvalho, A. R., & Santos, C. (2021). Developing peer mentors’ collaborative and metacognitive skills with a technology-enhanced peer learning program. Computers and Education Open, 3(2), 1–19. https://doi.org/10.1016/j.caeo.2021.100070
Dheressa, M. A., Olana, T., & Bekele, E. (2023). The effect of task-based language instruction on Shambu secondary students’ speaking self-efficacy beliefs and benefits. Journal of Languages and Language Teaching, 11(4), 822. https://doi.org/10.33394/jollt.v11i4.8811
Ebadi, S., & Azizimajd, H. (2024). Investigating the effects of speaking tasks in clubhouse on EFL learners’ speaking and foreign language speaking anxiety. Computer Assisted Language Learning, 1–33. https://doi.org/10.1080/09588221.2024.2371381
Fono, D., & Zohar, A. (2024). Metacognitive instruction: Central aspects of pre-service and novice in-service teachers’ knowledge and professional development. Professional Development in Education, 1–24. https://doi.org/10.1080/19415257.2024.2409779
Haerazi, H. (2023). Mobile-assisted flipped learning integrated with metacognitive skills in the teaching of speaking and listening skills. Journal of English Education and Teaching, 7(3), 632–651. https://doi.org/10.33369/jeet.7.3.632-651
Haerazi, H., Dehghani, S., Rachmawati, U., & Irwansyah, D. (2021). The C-BIM model in improving reading, writing, and critical thinking skills: Outcome and perception. Jurnal Penelitian Dan Pengkajian Ilmu Pendidikan: E-Saintika, 5(2), 152–167. https://doi.org/10.36312/esaintika.v5i2.503
Haerazi, Irawan, L. A., & Sotlikova, R. (2023). Interculture-based language learning model to improve prospective English teachers’ speaking skills viewed from linguistic awareness. JEELS (Journal of English Education and Linguistics Studies), 10(2), 471–497. https://doi.org/10.30762/jeels.v10i2.1763
Hamidi, H., Babajani Azizi, D., & Kazemian, M. (2022). The effect of direct oral corrective feedback on motivation to speak and speaking accuracy of EFL learners. Education & Self Development, 17(3), 50–63. https://doi.org/10.26907/esd.17.3.05
Ilham, I. (2024). Needs analysis of project-based learning model in writing paragraphs from EFL students’ perspectives. Journal of Languages and Language Teaching, 12(1), 282. https://doi.org/10.33394/jollt.v12i1.9215
Indahsari, D. (2020). Using podcast for EFL students in language learning. JEES (Journal of English Educators Society), 5(2), 103–108. https://doi.org/10.21070/jees.v5i2.767
Karya, P. J., Takarroucht, K., Zano, K., & Zamorano, A. (2022). Developing the prototype of picture-based learning materials in the teaching of speaking skills. Journal of Language and Literature Studies, 2(2), 109–116. https://doi.org/10.36312/jolls.v2i2.763
Lin, P. (2022). Developing an intelligent tool for computer-assisted formulaic language learning from YouTube videos. ReCALL, 34(2), 185–200. https://doi.org/10.1017/S0958344021000252
Liu, C.-Y. (2023). Podcasts as a resource for learning academic English: a lexical perspective. English for Specific Purposes, 71, 19–33. https://doi.org/10.1016/j.esp.2023.02.003
Malivong, T., & Sukying, A. (2024). Unlocking pragmatic competence: the influence of intercultural communication on Thai learners during the study abroad program. International Journal of English Language and Literature Studies, 13(4), 544–557. https://doi.org/10.55493/5019.v13i4.5250
Naqsyabandiyah, N., & Dehghanitafti, N. (2023). Developing task-based learning materials to improve students’ vocabulary mastery viewed from linguistic awareness. Journal of Language and Literature Studies, 3(1), 37–52. https://doi.org/10.36312/jolls.v3i1.1088
Oktapiani, I. U., Ilham, I., Humaira, H., Bafadal, F., Adebayo, M., & Fasih, P. (2024). The effectiveness of English-subtitled videos in enhancing speaking, listening and vocabulary skills: A meta-analysis. Journal of Languages and Language Teaching, 12(1), 56. https://doi.org/10.33394/jollt.v12i1.9501
Widhi, B. A., Jupri, J., & Jumadil, J. (2023). Developing Islamic tasks-based speaking English materials for Islamic Elementary School students: A case study at Elementary Schools in west Lombok, indonesia. Journal of Language and Literature Studies, 3(1), 1–19. https://doi.org/10.36312/jolls.v3i1.1178
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 JEELS (Journal of English Education and Linguistics Studies)
This work is licensed under a Creative Commons Attribution 4.0 International License.
