LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1424.
DOI: https://doi.org/10.56712/latam.v4i3.1173
The uses of podcast "Easy Stories in English" to improve
the listening skills in students from “Centro Tecnologico
Naval”
Los usos del podcast "Cuentos fáciles en inglés" para mejorar la
capacidad auditiva en estudiantes del Centro Tecnológico Naval
Luis Gabriel Parrales Picazo
gabriel.parrales1984@hotmail.com
https://orcid.org/0000-0002-7461-7631
Universidad Estatal Península de Santa Elena
La Libertad – Ecuador
Laura Mariscal Touzard
laura.mariscal1978@gmail.com
https://orcid.org/0000-0002-7418-2797
Guayaquil – Ecuador
Artículo recibido: 08 de septiembre de 2023. Aceptado para publicación: 26 de septiembre de 2023.
Conflictos de Interés: Ninguno que declarar.
Abstract
This mixed method design study aimed to determine the influence of implementing the Podcast
platform "Easy Stories in English" to improve the student’s listening skills in an Ecuadorian
Institute. Students struggle to understand what they listen in this foreign language which is
worried as this skill is a key int their military profession. As a matter of fact, using these stories
in podcasts can help to become more familiar with colloquial language, accents, and
pronunciation. A convenient sample of fifty A2 students participate in this research with the
distribution of 25 students in the experiment class and 25 students in the control class. A quasi-
experimental design with a pre-test and post-test was applied in this research. In addition, a
survey questionnaire and an interview were administered to the experimental group to explore
their perception of the use of this podcast in improving listening skills. Findings revealed that
there is a significant difference between the two groups, favoring the experimental group. On
average 90% of students have a positive attitude toward the use of these podcasts in listening in
terms of motivation in learning English, listening to stories, and podcasts as excellent tools to
acquire new knowledge and reinforce topics covered in classes. Students perceived that
podcasts provided authentic materials, and interesting activities including listening exercises and
meaningful tasks for them so they felt more motivated to learn English. This study recommended
that teacher may utilize podcasts in teaching listening considering their effectiveness as a
technology-based learning tool.
Keywords: english, learning, listening skills, podcasts, stories
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1425.
Resumen
Este estudio de diseño de método mixto tuvo como objetivo determinar la influencia de la
implementación de la plataforma Podcast “Easy Stories en Inglés” para mejorar la capacidad
auditiva de los estudiantes de un Instituto Ecuatoriano. Los estudiantes luchan por entender lo
que escuchan en esta lengua extranjera, lo que preocupa porque esta habilidad es clave en su
profesión militar. De hecho, utilizar estas historias en podcasts puede ayudar a familiarizarse
más con el lenguaje coloquial, los acentos y la pronunciación. En esta investigación participa una
muestra conveniente de cincuenta estudiantes de A2 con la distribución de 25 estudiantes en la
clase de experimento y 25 estudiantes en la clase de control. En esta investigación se aplicó un
diseño cuasiexperimental con un pretest y un postest. Además, se administró un cuestionario y
una entrevista al grupo experimental para explorar su percepción sobre el uso de este podcast
para mejorar las habilidades auditivas. Los hallazgos revelaron que existe una diferencia
significativa entre los dos grupos, favoreciendo al grupo experimental. En promedio el 90% de los
estudiantes tiene una actitud positiva hacia el uso de estos podcasts en la escucha en términos
de motivación para aprender inglés, escuchar historias y los podcasts como excelentes
herramientas para adquirir nuevos conocimientos y reforzar los temas tratados en clases. Los
estudiantes percibieron que los podcasts proporcionaban materiales auténticos y actividades
interesantes, incluidos ejercicios de escucha y tareas significativas para ellos, por lo que se
sintieron más motivados para aprender inglés. Este estudio recomendó que los docentes puedan
utilizar podcasts para enseñar a escuchar, considerando su eficacia como herramienta de
aprendizaje basada en la tecnología.
Palabras clave: inglés, aprendizaje, habilidades auditivas, podcasts, cuentos
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicados en este sitio está disponibles bajo Licencia Creative Commons .
Como citar: Parrales Picazo, L. G. & Mariscal Touzard, L. (2023). The uses of podcast "Easy
Stories in English" to improve the listening skills in students from “Centro Tecnologico Naval”.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades 4(3), 1424–1435.
https://doi.org/10.56712/latam.v4i3.1173
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1426.
INTRODUCTION
English is now widely used in society having influence on a wide range of industries, such as
politics and entertainment. As a consequence, Ecuador has included teaching English as a foreign
language including the four basic skills listening, reading, speaking, and writing according to the
Common European Framework of Reference for Languages. Nevertheless, listening has been
recognized as a challenging skill for most of students. When it comes to learning a foreign
language, the issue of having low listening skills has become a long-running research topic. As
students love technology in their learning process, it can be a good teaching tool; it allows
students to interact in an active and creative way of learning to promote reflection, self-paced,
and independence.
On the other hand, English language proficiency development interacts with the outside world.
Every day, society modifies English to fit their way of life. As a result, students must be aware of
recent developments or trends in the English language. English teachers and students can better
understand how this language has changed using authentic materials that technological tools
can find.
Teaching using technology-based media will make it easier for teachers and students in foreign
language classes because it is effective, efficient, and more enjoyable to apply. Students can
have an intermediary to make learning easier. A new theory called connectivism accepts
technology as a significant factor in our learning process, promoting the idea that learning can
successfully happen through digital channels, including social media, forums, videos, and blogs.
(Downes, 2022). The usage of technology by students in the learning process is essential. To
encourage students to use technology more effectively in learning language skills, teachers
should set an example of using technology to complement the curriculum (Costley, 2014).
Listening skills and the platforms have been the subject of numerous studies that have been
conducted in various situations. For example, Djabbarova (2021) explores online digital tools for
teaching listening skills in language learning, highlighting the significance of listening in language
acquisition and providing recommendations for using web pages and platforms to enhance the
learning process. The following three main factors ensure the development of students’ listening
skills: (a) linguistic material for speaking, (b) the content of the material recommended for
listening to and understanding, (c) and the surroundings in which the material is displayed.
Aubakirova (2022) offers ways of using a kind of technology called podcasts which are the object
of this study with the intention to improve listening skills. Podcast is an audio program that
students can subscribe to on their smartphones and listen to whenever they like. They can be
used both in the classroom and for extracurricular activities. The practical implication lies in the
fact that the developed algorithm for working with podcasts can be used in the activities of an
English teacher as an additional resource for teaching secondary school students listening and
speaking skills. There is no research about podcasts in the city of this study, and as these
students enjoy using technology to learn, podcasts are a great tool to improve their listening
skills.
Podcasting facilities can assist students in studying according to their own skills to achieve the
best results because they can be downloaded offering unlimited access and help students feel
at ease while learning to listen. Huntsberger (2006) surveyed 209 undergraduate students at
Oregon University in the United States about the usage of podcasting in journalism education. As
a result, first-time listeners found podcasting to be educational, approachable, and valuable for
their classroom experience. It was also found that 40% of them used podcasts to replace the
textbook rather than as supplemental material.
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ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1427.
Fernandez, Simo, and Sallan (2009) agree with this study's findings about using podcasts to
promote best practices in higher education at Politécnica de Catalunya University (Spain). They
also found that podcasting increases the impression of permanent contact between students and
teachers, increasing students' motivation and allowing for diverse student skills and learning
methods from two perspectives: the possibility of studying anytime, anywhere, and the kind of
teaching material. Additionally, they discovered that podcasting increases the perception of
ongoing communication between students and teachers, boosts students' motivation, and
enables a variety of students' skills and teaching methods from two angles: the ability to learn
anytime, anywhere, and the nature of the teaching materials.
Podcasting can help students become more enthusiastic about learning listening skills; even
students can become independent learners with an opportunity to select the subjects they find
fascinating to hear about outside of the classroom (Aguilar, 2013). Students do not have to work
under any time limitations, and they can download and repeat the audio without feeling stressed
because podcasts can be accessed at any time and from any location. Another research
demonstrated a further advantage of podcasts during a four-week intervention. The study
determined that Taiwanese learners who had never encountered authentic English could improve
their speaking and listening skills in an EFL context by listening to podcasts in both British and
American English. Teachers and students perceived podcasts as authentic tools to improve
listening, critical thinking, and collaborative and cooperative work skills (Sotlikova, 2023).
Ambato City has a prestigious educational institution called the Pontifical Catholic University of
Ambato- La Pontificia Universidad Católica del Ecuador (PUCESA). The language and linguistics
department collaborate with UK-based organizations: Learning English is promoted by
Cambridge University Press, a representative of Cambridge University, and the British Council, a
global organization for links in culture and education. Students can experience the English
language in a social setting through the program's teaching methodology, which uses podcasts.
Podcasting compliments a constructivist approach; it is a composite of different views
incorporating active, social, and creative aspects of learning. Constructivism is concerned with
internalizing knowledge and skills because this theory supports that the learners construct
knowledge rather than passively take in information. Podcasting is concordant with how
constructivism views the learning process, where an individual constructs his/her representation
of knowledge through active exploration, observation, processing, and interpretation (Desdous &
Boutas, 2018). Also, Rodríguez & Argudo (2023) stated that the constructivist theory emphasizes
the role of social interactions between student-student, teacher-student, and student-media as
influencing what students learn. Budiasningrum & Rosita (2022) stated that podcast exercises
and assignments motivate students to use their creativity and sharpen their listening skills.
For those mentioned above, this study aimed to explore Podcast impact on learners' listening
skills, as well as to examine its effect on the student's motivation and attitude toward the learning
process. So, in the project's development, two research questions can be resolved. First, a
quantitative question: How effective is the implementation of Podcasts in improving listening
skills? Second, a qualitative question: What are students' perceptions about using podcasts to
improve their listening skills? The quasi-experiment proved the following hypothesis: There are
differences resulting from using the podcast "Easy Stories in English" in the listening
comprehension level of proficiency of the control group and experimental group of students from
"Centro Tecnológico Naval”.
METHODOLOGY
This research adopts the mixed method action research design, which includes a quasi-
experimental research design working with Fitty A2 students according to the Common European
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1428.
Framework of Reference for Languages (CEFR). There were 25 students in the control and 25 in
the intervention group. The researchers applied a convenient sampling as he could research the
two courses he was teaching in that period. They are adult military students who live in a Naval
Base in Salinas City. Their previous knowledge and motivation help them to adapt podcasts in
classes to improve their listening skills. The virtual classes were implemented, and there was no
mortality; one possible reason is that all the intervention was done asynchronously.
The independent variable of this research is a podcast, "Easy Stories in English, " one of the most
relaxing ways to listen to English and pick up new vocabulary with stories. Ariel Goodbody has
written and produced the Easy Stories in English podcast, which provides short fiction for non-
native learners of English. His "Easy Stories in English" podcast begins with brand-new vocabulary
before diving into a narrative. It is that easy. In this manner, students learn the vocabulary and
may hear it right away in context. Furthermore, there is a good mix of beginner, elementary, and
advanced levels. Language acquisition is complex. Without memorizing vocabulary lists or
complicated grammar rules, students can learn English easily with Easy Stories in English. Every
week, the author provides a story that is appropriate for their English proficiency. The stories are
dramatic, funny, and enjoyable but never too challenging. This podcast is for students who are
sick of wordy textbooks. The dependent variable is listening skills, a “passive” skill primarily
involving receiving and processing information without actively producing language. However, in
the last decades, listening has been seen as a dynamic and reflexive process in which “the
message is not fixed but is created in the interactional space between participants.” (Newton, &
Nation 2020, p.39). Five English listening skills are predicting content, listening for gist (finding
the general meaning), detecting signposts (understanding the topics), listening for details (finding
specific information), and inferring meaning (guessing the meaning). (Ahmed, 2015)
A pre-test and a post-test were applied to identify podcasts' effectiveness in improving listening
skills. Furthermore, a questionnaire was applied to collect information about the relationship
between podcasts and English Listening Skills. The research approach is also qualitative, as the
researchers wanted to know the perceptions, experiences, and opinions of students from this
institution.
Instruments
The researchers established three instruments validated by experts in English. First, the students
took a pre-test and post-test focused on A2 English Level Cambridge Key English Test (KET),
which was divided into three parts: Listening part 1: Pictures with multiple choice questions,
listening part 2: Fill in a form, and Listening part 3: Multiple choice. Each section has five
questions with multiple-choice options. The test lasted 45 minutes, and the students worked in a
welcoming environment, which helped to reduce the affective filter typical of the situation. The
pre-posttest was applied to obtain, measure, and analyze information on the research topic. The
researchers considered this instrument because it is the most appropriate to compare the results
obtained by the participants and because of their similarities and to avoid information biases. It
also helped to analyze if there was a significant difference between the results of both groups.
The researchers used the one-way statistical analysis of variance (ANOVA).
Students had five 45-minute listening intervention sessions in which they practiced
asynchronously on the “Easy Stories in English” Podcast. They are about stories based on real
and fictitious situations; students listen and complete some tasks. The sessions are divided into
three parts:
● Pre-listening activity where students predict information and get into a new vocabulary.
● Listening activity where students practice listening for gist, detailed information, and
inferences in a multiple-choice task
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ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1429.
● Post-listening activity where they gave their point of view about the podcast they heard
texts, did re-telling, predictions, and connections to life.
● After applying the interventions, both groups did their post-test with the same
characteristics as the Pre-Test.
Then, the researchers applied a questionnaire to the intervention group to know their experience
of using podcasts in classes. It is a time-efficient method of data collection and provides a level
of anonymity and privacy to participants. Students are encouraged to be more honest when it is
applied. Finally, Interviews are a valuable qualitative research method used to gather in-depth
information and insight from participants about their experiences, perspectives, and attitudes on
a particular topic. Three students from a volunteer sampling had a non-structure interview with
questions about how they felt using Podcasts to improve their Listening Skills and some
suggestions they would give after the application.
Concerning validity, the pre-test and post-test were taken from the Cambridge University Press &
Assessment 2023 web page. The questionnaire and interview were adapted from two studies.
(Tapia, 2014; Harahap, 2020). Both instruments were validated. First, two experts judged the
validation of both questionnaires. Some students from the same level but not from the sample
were chosen to read the questionnaires before piloting with two students from the intervention
group. Then, both instruments were applied to the whole group.
RESULTS
During the intervention, students little by little increased their listening scores in the three types of
listening practices: gist, detail, and inferences that they practiced after using the podcast "Easy
Stories in English"
Table 1
Scores in the three types of listening practices
Gist Detail Infering Average
Intevention 1 75 82 72 76%
Intevention 2 90 91 73 85%
Intevention 3 92 89 83 88%
Intevention 4 94 95 89 93%
Intevention 5 92 92 95 93%
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Intervention group: pre-test and post-test
Graphic 1
Intervention Group: Pre-Test and Post-Test Results
Graphic 2
Control group: pre-test and post-test
Table 2
Intervention and Control Group Results
GROUPS PRE- TEST POST-TEST IMPROVEMENT
INTERVENTION GROUP 77,66% 92% 14,34%
CONTROL GROUP 75,33% 79,3% 3,97%
The scores of the Intervention Group (Figure 1) increased according to Part 1, Part 2, and Part 3
by 17%,11%, and 15% (average 14%). On the other hand, the scores of the control group just
75% 78% 80%
92% 89%
95%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PART 1 PART 2 PART 3
PRE TEST POST TEST
75%
72%
79%79%
77%
82%
66%
68%
70%
72%
74%
76%
78%
80%
82%
84%
PART 1 PART 2 PART 3
PRE TEST POST TEST
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
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increased by 4%,5%, and 3%, (average of 4%) between the Pre-Test and Post- Test (Figure 2) (table
2)
Intervention and control group results
Table 3
Pre-Test and Post-Test Analysis
The one-way ANOVA showed a significance value (sig. 0.000003) lower than < 0.05. As a
consequence, this intervention using Podcasts has a significant impact on students' listening
comprehension. The higher score achieved by the intervention class has proven the effectiveness
of podcasts as media to improve students' listening achievement. This fact makes it remarkably
evident that using English podcasts to teach listening significantly impacts students' listening
comprehension. This finding supports research showing that students who received podcast
instruction outperformed those who received traditional instruction in listening comprehension.
(Al Qasim & Al Fadda, 2013).
Questionnaire: intervention group
Table 4
Questionnaire Intervention Group
QUESTIONS RANGE OF IMPORTANCE
RAREL
Y
SOMETIME
S
OFTE
N
ALWAY
S
I like podcasts to improve my listening skills 0% 0% 92% 8%
The podcasts’ level is according to my English
level
0% 4% 8% 88%
My teacher does a pre-listening and post-
listening activity in the class to make sure the
students know what the audio going to be
about.
0% 0% 0% 100%
Podcast gave me the motivation in learning
English
0% 0% 4% 96%
The podcast gave me a new vocabulary 0% 0% 8% 92%
I think listening is easier using podcasts. 0% 0% 4% 96%
I enjoy listening to the podcast stories. 0% 0% 0% 100%
I need technological resources to improve my
listening skills
0% 4% 32% 64%
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Podcasts should be implemented in listening
subjects in the classroom
0% 0% 0% 100%
I consider the podcast as an excellent tool to
acquire new knowledge and reinforce topics
covered in classes.
0% 0% 4% 96%
From the questionnaire above (Table 3), most students liked podcasts to improve their listening
skills. Moreover, 96% of students (88% always and 8% often) agreed that the podcasts' level is
according to their English level. Interestingly, 100% of students said the teacher always does
activities before and after podcasts to ensure their understanding. Most of the students, 96%,
said podcasts always motivate them to learn English. Then, the vast majority of students (92%
always and 8% often) perceived that podcasts gave them new vocabulary. 96% of students
thought that listening is always easier using podcasts. Furthermore, all the students, 100%,
always enjoy listening to the podcast's stories.
Regarding the need for technological resources to improve their listening skills, 64% of students
said they always need them, and 32% said often. Regarding implementing podcasts in class, 100%
of the students stated that podcasts should always be implemented in the classroom. Most of
the students, 96%, considered that podcast is always an excellent tool to acquire new knowledge
and reinforce topics covered in classes.
Interview: intervention group
In the first question related to the importance of listening, all the students said that listening is
really important. Student A stated, “Listening is a fundamental component of good
communication because it allows us to understand the needs and emotions of others.” Students
B and C said that listening helps gather information and different perspectives, which is relevant
for making decisions and solving problems. In the second question, all the students explain why
podcasts would be a powerful way of communication and learning. Student B stated, “Podcasts
are easily accessible on various platforms, making them available to a wide audience”. Students
A and C mentioned that Podcasts could be listened to while commuting, exercising, or doing
chores, making them a convenient way to consume content. Even students said many listeners
feel a personal connection with podcast hosts because this creates a sense of familiarity and
trust.
The third question was about the feeling of how effective listening could enhance their podcast
experience. Student B said, “By paying attention and engaging with the content, you are more
likely to stay interested and retain the information”. Students A and C mentioned that paying close
attention to podcast content helps listeners better understand the topics discussed and any
complex concepts presented. The last question was about podcast recommendations for
listeners eager to explore different genres. Student C recommended “The Tony Robbins Podcast”
because it provides insights for personal development. Students A and B mentioned that “Reply
All Podcast” explores the internet and technology’s impact on our lives.
CONCLUSION
The article's authors investigated the utilization of podcasts as a pedagogical tool to improve EFL
students' listening skills. It aids educators in understanding the value of this kind of technological
tool to assist language learning for efficient instruction. The findings of the research are positive.
Students stated their positive insights about using the podcasts in the EFL classroom. They
consider that:
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1433.
Using podcasts to improve listening skills can be a highly effective and enjoyable tool for students
of all ages.
Podcasts cover a wide range of topics and genres, allowing listeners to choose content that
aligns with their interests and goals. This variety keeps the learning experience engaging.
Podcasts expose listeners to authentic, real-world language usage, including various accents,
vocabulary, and conversational styles. This can be more valuable than scripted language found
in textbooks.
Podcasts can be accessed anytime and anywhere, making them a flexible option for improving
listening skills. Whether during commutes, workouts, or downtime, podcasts offer convenient
opportunities to practice listening.
Active listening is essential for comprehension and retention. Podcasts encourage active
engagement as listeners need to follow the conversation, interpret context, and make inferences,
thus improving listening skills.
RECOMMENDATIONS
Select podcasts that match students' current language proficiency level. Begin with podcasts
designed for learners if the students are beginners, and gradually move to more advanced content
as their skills improve.
Listen to podcasts with various accents, speeds, and topics to enhance listening versatility. This
diversity helps students become more comfortable with different forms of spoken language.
Take notes while listening to podcasts. Summarize key points, new vocabulary, or engaging ideas.
Review and revisit notes to reinforce the understanding.
Incorporate podcast listening into the daily routine of listeners. Regular sessions can be more
effective than sporadic and lengthy sessions.
Engage in discussions with others about the podcasts students listen to. Reflect on what they
have learned and share their insights. It reinforces their comprehension and critical thinking skills.
Do further research with other kinds of podcasts with a more representative sample from all
English levels taken from different Institutions and Universities in the country.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, septiembre, 2023, Volumen IV, Número 3 p 1434.
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