REVIEW OF RELATED LITERATURE

LOCAL

Listening is an important part of language learning, and achieving effective listening

comprehension is critical in English language learning. This study looks at educational podcasts

as a targeted approach to improving English listening comprehension. Podcasts, as a dynamic

and accessible medium, provide a unique way to engage students with diverse, authentic, and

real-world language to laterally improve their language skills in many forms. The goal of this

exploratory research is to unlock the potential of educational podcasts as stimulants for

developing English listening and comprehension skills.

J. Bermillo and F. Ardilla (2022) conducted a study employing a pretest-posttest

quasi-experimental approach, utilizing Metacognitive Process-Based Listening Instruction

(MPBLI). The study underscores the necessity of enhancing listening abilities and

metacognitive awareness and addresses deficiencies in the listening abilities and metacognitive

awareness of Grade 10 pupils. The study's findings showed that students who received

Metacognitive Process-Based Listening Instruction (MPBLI) improved significantly in listening

comprehension, moving from a basic to an advanced level. Concurrently, their metacognitive

awareness improved, demonstrating the usefulness of MPBLI in improving both linguistic and

metacognitive skills. While the non-Metacognitive Process-Based Listening Instruction

(NMPBLI) group improved as well, the results highlighted the particular benefits of

incorporating metacognitive processes into language acquisition to promote more thorough skill

development. Based on these findings, educators should explore introducing Metacognitive

Process-Based Listening Instruction (MPBLI) into language learning curriculum to improve

students' listening abilities as well as metacognitive awareness. This integration can help children

develop more comprehensive language skills and better equip them for self-regulated learning.

Curriculum designers should also investigate techniques for systematically integrating

metacognitive processes into language instruction, recognizing the potential for improved

learning outcomes and total language proficiency.

Listening was particularly omitted among the five macro skills in language learning (K.

Braganza et al. 2016). The study addressed the issue of a significant lack of focus on students'

preferences for specific listening activities, despite global tests of their listening ability. The

researcher investigated the listening activity preferences of grade 7 and 8 students in Philippine

regional schools. The findings highlighted the importance of factors such as the type of words

used, the difficulty level of vocabulary, and the duration in influencing students' choices. The

study provides significant insights for educators and curriculum planners attempting to build

more engaging and successful listening exercises for language learners, with a predominant bias

toward English with Filipino terms, common vocabulary, and shorter duration. Based on the

study's findings, educators and curriculum designers could adjust listening activities to students'

preferences, stressing the use of English with Filipino words and taking vocabulary complexity

and duration into account. Furthermore, including a mix of audio-visual formats, part-by-part

delivery in respect to volume, and a focus on factual assessment should improve the appeal and

effectiveness of listening exercises. Future study is urged to delve deeper into other factors that

may influence students' listening activity preferences, providing a more thorough understanding

for enhancing language learning methodologies.

Avila and Lavadia (2019) conducted research on the acceptability and effectiveness of academic

podcasts for college students in science. The study addressed the need for effective instructional

materials and teaching methods to improve scholastic performance in the Philippines.

Furthermore, the study emphasizes the considerable potential of academic podcasts in improving

the scholastic performance of college students in science, which aligns with the concepts of

individualized and interactive learning. The findings imply that including podcasts could be a

game changer, particularly in college science topics, providing a modern and effective way to

address the critical need for new educational resources. Overall, the study supports for the

widespread use of academic podcasts as a component of teaching practices in order to move

education into the twenty-first century. The study recommends academic podcasts be widely

integrated into college education to create a personalized and engaging learning experience,

particularly in science disciplines. This innovative approach is consistent with modern

pedagogical ideas, and it addresses the requirement for effective instructional materials and

teaching methods. According to the experts, embracing academic podcasts can help to create a

more dynamic and engaging educational landscape, better prepare students for the challenges of

today's 21st century.

Vergara (2022) study addresses the impact of the COVID-19 pandemic on education and the

adoption of Modular Distance Learning (MDL) as a remote learning modality. The study found

that the inclusion of vodcasts as supplemental materials significantly improved student

acceptance, performance, and positive attitudes toward Grade 9 Modular Distance Learning in

Science, indicating its effectiveness in distance learning which advances the New Normal. The

study shows that Vodcasting has the potential to be a valuable tool for enhancing the

performance, particularly those encountering difficulty in the new normal education landscape
defined by the COVID-19 epidemic. The results indicate that including Vodcasting alongside

printed Self-Learning Modules (SLMs) considerably improves students' academic

accomplishments during MDL, successfully meeting varied learning demands. The study

emphasizes the importance of considering Vodcasting as a teaching tool for Science educators,

particularly for students who struggle in the remote learning environment, and emphasizes the

need for additional research to investigate its effectiveness with larger student groups and its

impact on low-performing students. The study suggests using Vodcasting as a teaching tool in

Science education, particularly for Modular Distance Learning (MDL) students who are

struggling in the new regular school setting. Science educators are advised to use Vodcasts in

addition to printed Self-Learning Modules (SLMs) to improve student performance and meet a

variety of learning needs. Furthermore, the study underlines the significance of additional

research to investigate the effectiveness of Vodcasting with bigger student groups and evaluate

its influence on low-performing students in the context of remote learning.

Millanes, Paderna, and Que (2023) conducted a study in the Philippines focusing on Physics

education that introduced podcasting as an alternative to standard academic instruction for high

school 9 students. The study found that incorporating podcasts into physics classroom greatly

improved the conceptual understanding of Grade 9 pupils. Moreover, the study shows that

podcast integration has a significant potential in high school Physics education in the Philippines.

The findings show statistically significant improvements in psychological clarity and reported

personal benefits among the group who used podcasts, highlighting the efficacy of this

alternative teaching style. This study advises instructors to consider using podcasts as extra

resources, since they provide a promising path for improving students' conceptual knowledge

and active learning both within and outside of the regular classroom setting. The study indicate
that educators examine the use of podcasts as an additional teaching method in high school

Physics classes, recognizing its potential to improve conceptual understanding. The study

recommends introducing podcasts into the curriculum to provide an entertaining and alternative

approach, especially in disciplines where student performance may fall short of international

norms. Furthermore, the study promotes further research and experimentation with podcasting in

diverse educational settings in order to maximize its benefits for student learning.

(Cabunoc 2023) research explores the effectiveness of unimodal and multimodal techniques in

improving Grade 12 students' listening comprehension skills. The study indicates that both

multimodal and single-mode methodologies are effective in improving listening comprehension

among Grade 12 students, with one mode showing better performance in detailed, eventful

contexts, sequences, and internal shapes. The study underlines the effectiveness of both unimodal

and multimodal techniques in improving students' listening comprehension skills. The findings

highlight the significance of a flexible strategy to addressing the obstacles that students have

while using audio and video content. This study has significant implications for educators and

school administrators since it argues for the integration of both methodologies to improve

listening comprehension development in later secondary school pupils. It suggests that educators

and school administrators use both unimodal and multimodal approaches to effectively improve

the listening comprehension skills of Grade 12 pupils. This adaptable educational technique

addresses the various problems that students have when engaging with audio and video content.

In addition, the study proposes that future research should extend the evaluation of these tactics

to diverse student populations in order to evaluate their efficacy across different educational

environments.
In Casan's study (2020), the focus lies on addressing the challenge of English language learning

in academic institutions, with particular attention to listening comprehension skills. The

outcomes of the study suggest that using podcasts and vodcasts as adaptable e-tools improves

listening comprehension and fosters positive attitudes toward English in grade 12 multimedia

information literacy classrooms. The study underlines the crucial significance of e-tools,

particularly podcasts, in improving listening comprehension abilities and creating positive

attitudes about English learning among Filipino Grade 12 students. The findings challenge the

historical view of hearing as a passive talent, and the active core of language does not challenge

acquisition and focuses on usage. This study provides useful insights for educational

administrators and curriculum designers in prioritizing and integrating audiovisual materials, as

well as emphasizing the necessity of developing listening skills and attitudes that stress positive

development in language learning. Teachers and curriculum designers are recommended to

incorporate e-tools, particularly podcasts and vodcasts, into English language curriculums for

12th grade students. According to the research, these electronic materials considerably improve

listening comprehension abilities and attitudes toward English. Furthermore, the study suggests

that curriculum users be educated to successfully combine audio-visual content, resulting in a

more dynamic and engaging language learning experience.

Sosas (2021) studies alternate teaching approaches in the Philippines to improve students'

English proficiency in other languages. The research shown that combining modern technology

such as video conferencing, email correspondence, and real-time speech and demonstration to

teach speaking skills significantly improves students' fluency, accuracy, confidence, and overall

English communication skills. Further, the study provides useful insights into creative teaching
practices that leverage technology to get students to speak English in a variety of Philippine

languages. The study underlines the significance of investigating technical tools and strategies

for increasing communication. Educators and researchers could benefit from looking into

research on the impact of technology on language skills learning to see if there are any

opportunities for improvement. The study advocated that teachers consider combining various

technological tools and tactics into language teaching in order to improve students' language

skills, particularly in multilingual countries like the Philippines. The study's findings can be used

to develop successful ways for developing English communication abilities. Furthermore,

teachers and organizations are encouraged to keep up with technology advances in order to

constantly adapt and improve language education practices.

The research conducted by (Miranda et al 2023) provides useful information for EFL teachers,

researchers, and students by observing difficulties in listening skills among EFL learners, with a

focus on A1 English learners in their second year adhering to graduation. The study showed that

EFL students in a public high school in Ambato, Ecuador, faced challenges in listening skills, but

demonstrated a perceived ability to improve through conscious effort, providing valuable

insights provided to increase language skills in the use of English. In conclusion, the study shows

the key obstacles that EFL learners encounter when it comes to listening skills in the context of a

public high school in Ambato, Ecuador. The findings emphasize students' awareness of

limitations as well as their active efforts to develop language skills, particularly in listening

exercises. This study makes an essential contribution to the field by emphasizing the necessity of

interventions and formal innovations in teaching tactics for addressing and improving listening

skills among EFL learners in similar educational environments. According to the study's

findings, EFL teachers in Ambato, Ecuador, should construct personalized curricula and
interventions to address the highlighted problems in students' listening abilities. Incorporating

interactive and participatory listening activities into the curriculum can benefit the learning

environment by making it more engaging. Furthermore, continual professional development for

teachers focusing on creative approaches to teaching listening skills might help to improve

language instruction in the classroom.

Torres Rodriguez et al. (2023) conducted a study that focused on improving English listening

comprehension skills through the use of games among primary higher education students in a

public institution in Loja. The study discovered that using game tactics increased English

listening comprehension. Furthermore, the study concluded that role-playing games helped upper

primary pupils improve their English listening comprehension. The large improvements in test

scores and student perceptions demonstrate the capacity of games to solve the problems of

traditional teaching techniques and better engage students. These findings imply that using

gaming tactics can help to create a more active and interesting learning environment. The study

suggests that game tactics be used more frequently in English listening comprehension

classrooms to increase student interest and engagement. To create a dynamic and motivating

learning experience, teachers should consider using badges, prizes, leader boards, and active

exercises. More research into the long-term effects and potential scalability of gaming in

educational settings is demanded.

Nepomuceno, R. E. (2022) conducted the study entitled "Developing and Assessing the

Acceptability of a Science Podcast to Enhance Academic Performance Among Grade 10

Students." In accordance with the study findings, the science podcast significantly improved the

experimental group's academic success due to its high acceptability among tenth grade students,
demonstrating its ability to motivate students, generate ideas for their participation is easier, and

improve the quality of data collection. In conclusion, science podcasts demonstrate the potential

to enhance science education by positively influencing student motivation, engagement, and

improving academic success. In addition, the study highlights the need for further research to

examine the long-term effects and scalability of integrating podcasts into science education This

highlights the need to continue exploring new teaching tools for continuous improvement in

teaching emphasis. The study makes practical recommendations for teachers to incorporate

science podcasts into their teaching practices, emphasizing the potential benefits of increasing

student motivation, concentration, and academic performance in science education. Furthermore,

teachers should prioritize continuing professional development to increase their ability to use

podcasting as an instructional tool efficiently. Collaboration with instructors, curriculum

designers, and technology experts is also encouraged to develop and increase the frequency of

introducing science podcasts into science lectures in order to have a long-term good impact on

students' learning experiences.

Umpa (2023) conducted research on the English listening comprehension challenges of Grade 11

students at the Philippine Engineering and Agro-Industrial College, Inc. in 2010, concentrating

on the issues experienced during the IELTS listening test. The survey analysis revealed

considerable hearing and comprehension challenges among the participants, including concerns

with listening resources, language abilities, attention, word identification, and speaker resources.

In conclusion, the study highlights the importance of addressing basic listening comprehension

difficulties, including language difficulties and inattention, to improve students’ information

processing in English listening activities the emphasis of the. To enhance listening skills in the
K-12 setting, teachers are encouraged to use targeted interventions designed for these identified

challenges. This emphasizes the need for proactive interventions to optimize both listening

abilities and language skills of students. Future research should investigate the importance of

new factors influencing listening comprehension, the efficacy of new instructional strategies

tailored to students' individual needs, and the long-term effects of interventions to improve

English listening skills in a variety of educational settings. These recommendations are intended

to increase our understanding of effective teaching methods and to contribute to the further

development of instructional strategies for optimal language learning outcomes.

The goal of this study was to adopt a content-based strategy to improve their ability to treat

underdeveloped listening comprehension abilities in eighth grade (Salape et. 2023). According

to the research findings, the eighth grade listening comprehension ability improved significantly

when utilizing a context-based strategy, suggesting the usefulness of this approach in

differentiating between real-world exposure and among the participants. Furthermore, this study

emphasizes the importance of using alternative methodologies, particularly the content-based

approach, to improve students' listening and comprehension skills. The findings highlight the

potential of such approaches to address gaps in content disclosure and improve overall

intervention effectiveness. Teachers are encouraged to adopt these new strategies into their

language teaching approaches in order to increase student comprehension and language learning

outcomes. Future research ought to investigate variations of content-based strategies to

determine the most effective strategies for improving listening comprehension skills.

Additionally, researchers should look into the long-term effects of these new strategies on both

students' language learning achievement and language proficiency. Furthermore, research on the
transferability and adaptation of content-based approaches across educational settings and

student populations will be beneficial to language teachers.

According to Dumlao et al . (2020), the purpose of this study was to evaluate the effectiveness of

bimodal subtitling (English) in improving the listening comprehension of English as a Second

Language (ESL) learners. The study findings revealed a significant improvement in listening

comprehension in the experimental group exposed to dual subtitles compared to the control

group who watched the unsubtitled video. Finally, the study confirms the beneficial effect of

binary subtitling on the listening comprehension of ESL students. This shows that incorporating

such technology into language learning environments can help to improve the effectiveness and

engagement of learning methods. Furthermore, the study emphasizes the significance of

evaluating various teaching styles to match the varying needs of ESL learners, hence enhancing

their overall language competency. The study recommends further research into the long-term

impact of bimodal subtitling on the language development of ESL students, as well as its

application at various skill levels. It also proposes investigating the efficacy of two-way

references in educational settings. Furthermore, the study suggests investigating how binary

subtitling might be integrated with other instructional technologies to provide ESL students with

a broader and more enriched language learning experience.

According to Biancaflor et. al (2021), the purpose of this study was to investigate the impact of

activity-based passive tasks in social learning theory on participants' active listening

comprehension. The results revealed no statistically significant quantitative differences between

the pretests and posttests; nevertheless, qualitative data revealed behavioral improvements,

implying that effective application of social learning theory through task-based activities

improves active listening comprehension. The findings underscore the importance of a

comprehensive strategy to assess language acquisition outcomes that takes into account both

quantitative and qualitative data. Despite the limited quantitative results, the qualitative results

highlight important behavioral aspects that may support overall language skills. This study

emphasizes the need of teachers recognizing the multidimensional nature of language learning

and planning an instructional method that incorporates both quantitative and qualitative

techniques. For the discovery of more effective teaching tactics, the study suggested evaluating

variations in task-based activities within a social learning theoretical framework. Furthermore,

researchers are urged to investigate the long-term impact of such interventions on language

abilities by measuring improvement after the posttest period. Further research into the possibility

of changing and adapting task-based activities to be more successful for building active listening

abilities in language learners was also proposed by the study.

The study conducted by F. Valera (2019) examines the academic listening experiences of East

Asian students at a university in Baguio, Philippines, and highlights their challenges,

contributing factors and possible solutions. Studies show that East Asian international students,

regardless of nationality, face similar challenges in academic listening, mainly due to their lack

of English communication skills, coping strategies passivity, and three main contributing factors:

lack of vocabulary, subject unfamiliarity, and the influence of teachers’ social status in relation to

perceived resources. In conclusion, F. Valera’s research in 2019 highlights shared challenges in

academic listening among East Asian international students studying in the Philippines, and

highlights the pervasive influence of English a unknown little receive on their experience is

highlighted The findings suggest that targeted interventions are needed to make linguistic skills

and pre-emptive strategies necessary to consume objects address the identified causes.

Understanding and addressing these challenges is essential to creating a more supportive learning
environment for this population in higher education. Recommendations include the use of

language development programs to address common academic listening difficulties caused by

limited English proficiency among East Asian international students. In addition to active

production raising awareness among students and reducing the perceived influence of teacher

social status on the learning experience. Further research is needed to evaluate the effectiveness

of targeted interventions and explore additional factors that may contribute to the learning

difficulties experienced by this population of students.

The research of Sandicho, J. P. V., and Padilla, P. P. (2022) is the beginning of a

multidisciplinary study that focuses on implementing thematic guided reading lessons to

struggling Filipino readers in community-based programs in order to develop listening

comprehension skills.

The study fills a gap in the literature by focusing on the use of topic-directed reading lessons to

improve listening and comprehension skills in community settings. It also emphasizes the

importance of moving strategies that are effective in highlighting the unique challenges faced by

struggling readers.

Additionally, the study demonstrates that topic-guided reading instruction is a promising strategy

for improving listening comprehension and consistently positive outcomes for writing skills in

small quantities. However, research has shown that a more nuanced approach is required. Given

the variety in skill development, such as the sequence of events, the presentation of character

emotions, and the connection of the plot to the participants' personal experiences.

The educators should adapt curricula for individual needs and integrate content-guided reading

lessons into community-based programs to improve literacy interventions. Future research

should look into the factors that influence comprehension skill outcomes in greater depth and

help refine instructional strategies for struggling readers in the community. This complex

comprehension will allow literacy support to be suited to meet a wide range of learning needs.

Cortez's (2020) study looks at multilingualism in the development of vocabulary skills and

listening comprehension skills in first grade students who have multiple homeschool languages

(SHSL) and the same homeschool language (DHSL).

The findings show that small vocabulary and listening comprehension skills can be transferred to

different languages, and SHSL students generally outperform DHSL students in vocabulary

skills, while the latter outperform in words in Filipino.

The study concludes that DHSL students can transfer languages, emphasizing the importance of

parental involvement and strong teachers in literacy development. The lack of a significant

relationship between parental attitudes, home literacy practices, and students' literacy skills

highlights the need for a better understanding of these factors. These findings highlight the

complex interactions between home and school in shaping the literacy outcomes of DHSL

students.

The recommendations include reviewing mother tongue teaching methods, developing literacy

skills materials, and evaluating the MTB-MLE program. In addition, research should be

expanded to include scholarship, language preference, and geographic locations, and advanced

research should be used to better understand and refine language teaching strategies. This step

aims to improve the effectiveness of language learning programs and contribute to a better

understanding of the dynamics of language acquisition.

Roxas 2018 conducted research on the comprehensibility and comprehensibility of ASEAN

English. According to the study, 85.32% of the 47 liberal arts students were comprehenders and

87.94% were comprehenders, with shared non-standard pronunciation playing a significant role

in improving comprehension.

In conclusion, the study highlights the high intelligibility and comprehensibility of ASEAN

Englishes, indicating the emergence of a potential lingua franca within the region, as observed by

47 liberal arts students. The importance of shared nonstandard pronunciation features in

improving understanding emphasizes the fluid nature of communication in this context. This

implies the advancement of mutual intelligibility and the potential development of an

ASEAN-wide linguistic identity.

Going forward, it is recommended that we continue to explore and document shared

non-standard terminology to better understand their role in facilitating intercultural

communication. Furthermore, they should prioritize language promotion in the ASEAN region

and preserve and celebrate the rich diversity of English. Increased exposure to different

languages and dialects of English is critical for developing an inclusive and healthy

communication environment. Continuous research efforts are required in the evolving context of

ASEAN English to monitor and adapt language teaching strategies to ensure effective

communication and comprehension among speakers in the region.

Sumalinog 2018 investigated the comprehension of fifty foreign students from ten different

countries enrolled at a private university in Cebu, Philippines. The study found that the majority
of people expressed only good understanding and that factors such as individuality influenced

anxiety that occurred during listening.

In conclusion, Sumalinog’s study indicates that although most foreign students in the Philippines

show good listening comprehension, difficulties may be due to factors such as pronunciation

variations and personal problems while listening the results of the. This highlights the

importance of targeted interventions to address these barriers and enhance overall listening skills

in this diverse group of students.

Foreign students should actively engage in diverse listening activities, both academically and

informally, to improve their listening comprehension and expose themselves to a variety of

linguistic contexts. Furthermore, institutions should consider implementing tailored interventions

and support mechanisms to address specific challenges identified in the study, in order to foster a

more inclusive learning environment for international students. These recommendations are

intended to help international students navigate diverse linguistic landscapes and improve their

listening comprehension skills.

FOREIGN

According to Widodo, Absulrahman, and Basalaman (2018) The challenge faced by students in

grasping spoken English, hindering their overall language proficiency. Widodo delves into the

impact of podcasts on addressing this issue, highlighting their potential to enhance listening

skills through real-life language exposure. The study concludes that integrating podcasts into

EFL education can significantly contribute to improving students' listening comprehension. To

optimize the benefits, it is recommended that educators incorporate diverse podcast materials,

ensuring relevance to students' proficiency levels and interests. Additionally, providing guidance

on effective listening strategies and encouraging regular engagement with podcasts can further
enhance their impact on EFL students' language learning experience. Widodo's research thus

underscores the potential of podcasts as a valuable resource in fostering better listening

comprehension skills among EFL learners.

Gharmy (2020) addresses the challenge of developing listening comprehension skills among

secondary stage students studying English as a Foreign Language (EFL) through podcasting. The

problem identified is the existing gap in effective methods for enhancing listening skills,

hindering language acquisition and proficiency. Gharmy's research explores the potential of

podcasting as an innovative tool to bridge this gap and improve students' EFL listening

comprehension. The study concludes that integrating podcasting into the curriculum can

significantly contribute to fostering better listening skills among secondary stage students.

Gharmy recommends the incorporation of varied podcast materials that align with students'

interests and proficiency levels. Furthermore, providing explicit instructions on effective

listening strategies and encouraging consistent engagement with podcasts are crucial aspects

highlighted in the study. Gharmy's findings emphasize the need for educators to leverage

podcasting as an impactful resource to enhance EFL students' listening comprehension skills at

the secondary stage.

Rahman's (2018) study delves into the persistent problem of English as a Foreign Language

(EFL) students struggling with listening comprehension. The issue lies in the complex nature of

acquiring a new language, particularly the challenges associated with understanding spoken

English. Rahman's research scrutinizes the effects of incorporating podcasts as a pedagogical

tool to enhance EFL students' listening comprehension skills. The conclusion drawn from the

study underscores the positive impact of podcasts on improving students' ability to comprehend

spoken English, offering a dynamic and engaging supplement to traditional teaching methods.
Rahman's recommendation emphasizes the integration of podcasts into EFL curricula,

advocating for a diverse selection of materials that cater to students' linguistic proficiency and

cultural interests. Additionally, providing structured guidance on effective listening strategies

and fostering regular interaction with podcast content are highlighted as key recommendations to

optimize the benefits of podcasting in improving EFL students' listening comprehension.

Rahman's study thus positions podcasts as a valuable resource in addressing the challenges

associated with EFL students' listening proficiency.

Gilakjani and Sabouri's (2016) The study confronts the prevalent problem of learners facing

challenges in listening comprehension during English language learning. The issue at hand is the

multifaceted nature of listening comprehension difficulties, encompassing factors such as

linguistic complexity, accent variations, and speed of speech, which collectively impede

language learners' ability to understand spoken English. The literature review presents a

comprehensive exploration of these challenges, highlighting the need for effective pedagogical

interventions to enhance learners' listening skills. Conclusively, Gilakjani and Sabouri underline

the potential of podcasts as a promising tool to address the identified difficulties, offering a

dynamic and authentic audio input that mirrors real-life language use. The study positions

podcasts as a valuable resource that can bridge the gap in traditional language learning methods

and contribute significantly to improving learners' listening comprehension. Recommendations

from their literature review suggest the integration of diverse podcast materials into language

learning curricula, accompanied by supportive guidance and activities tailored to learners'

proficiency levels. This approach, according to Gilakjani and Sabouri, can lead to a more

immersive and effective learning experience in English language acquisition.

Fitria, Vianty, and Petrus's (2015) investigation confronts the prevalent problem in language

learning regarding the development of both listening and speaking achievements. The issue lies

in the traditional instructional methods often falling short in adequately addressing the integrated

enhancement of these two crucial language skills. Fitria, Vianty, and Petrus delve into the impact

of podcasts, aiming to provide a comprehensive solution to this challenge. The study concludes

that podcasts have a positive effect on both listening and speaking achievements, offering an

immersive and dynamic language input that engages learners. Recommendations from the study

advocate for the widespread integration of podcasts into language learning curricula,

emphasizing the need for diverse and relevant podcast materials. The findings underscore the

potential of podcasts as a versatile tool that not only enhances listening comprehension but also

contributes to the development of effective oral communication skills. Fitria, Vianty, and Petrus

suggest that educators should leverage podcasts to create a more interactive and communicative

language learning environment, aligning with the diverse needs of learners.

Hoan and Cuc's (2021) study addresses the prevalent issue of English-major students

encountering difficulties in improving their English listening comprehension skills. The problem

centers on the complex nature of language acquisition, particularly in a university context where

students often face challenges in understanding spoken English due to varying accents, linguistic

nuances, and rapid speech patterns. The exploration of podcasts emerges as a potential solution

to this challenge, shedding light on how this audio-based tool can positively impact English

listening comprehension skills among university students. The study concludes that

incorporating podcasts into the learning environment at FPT University can contribute

significantly to enhancing English listening proficiency, offering students a more dynamic and

authentic exposure to the language. Recommendations from Hoan and Cuc emphasize the need
for integrating podcasts into the English-major curriculum, accompanied by guidance on

effective listening strategies tailored to the university context. This approach is seen as a

proactive measure to address the identified problem and align language instruction with the

evolving needs of students in higher education settings.

Significance of the Study

This study could be a great importance of the following:

Learners

The study aims to improve English listening comprehension in grade 11, providing

students with valuable tools for academic success and effective English communication.

Teachers

The study can help teachers by incorporating educational podcasts into their teaching

strategies and creating new and engaging learning environments.

School Administrators

The study contributes to curriculum development by providing insights into effective

technology integration strategies and improving language skills in school settings.

Parents/Guardians

The study can help parents and guardians to support their children’s learning by

understanding the effectiveness of podcasts and encouraging their use as a supplemental

educational resource.

Educational researchers

The study adds to the body of knowledge in language education, and provides insights

into the impact of podcast-based learning on listening comprehension skills in a secondary

school setting.

Podcast Creators/Providers
 This study helps podcast creators or providers recognize the demand for high-quality

educational content, potentially leading to the development of more educational podcasts tailored

to specific academic needs.

Education Policymakers

Policymakers can use the study's findings to inform decisions related to language

education policies, potentially incorporating technology-enhanced learning methods into broader

educational strategies.

Scope and Limitation

The main objective of this study is to investigate the development of English listening

comprehension skills among Lamao Senior High School grade 11 secondary students, with a

focus on the impact of educational podcasts. The study used a quantitative research design,

which provides statistically significant information. On-site assessments are performed to ensure

that they are suitable to the specific educational environment. This study will involve 30

students, with half assigned to the experimental group and the other half to the control group,

each of which will have 15 students. Match and pair sampling technique will be used to ensure

representative samples across educational skills and backgrounds.

Furthermore, the study will make use of a variety of research instruments. To begin,

participants will be given a survey questionnaire to collect demographic and background

information. This questionnaire has been thoroughly created for this study and will aid in

contextualizing the findings. A pretest and post-test will also be administered to examine the

influence of educational podcasts on students' English listening comprehension skills. To ensure

their usefulness in gathering the desired data, these instruments will be thoroughly face

validated, built specifically for this research, and subjected to expert validation.

In addition, the research will involve statistical analysis that will include descriptive and

theoretical statistics. Descriptive statistics will provide a summary of the data, including

frequencies, percentages, means, and standard deviations, while inferential statistics will be used

to generate steady-state estimates for the entire population on sample data. By using a

combination of descriptive statistics and theory we can draw precise conclusions about the

effectiveness of podcasts in improving listening comprehension skills using objective sampling

techniques such as matched-pair sampling techniques used, we will ensure that the selected

participants are well suited for learning. This research will contribute to the existing body of

knowledge on integrating language learning and technology in education

Definition of Terms

For a better understanding of the study, the following terms were technically and

operationally defined:

Educative Podcasts

An educative podcast is a digital audio format that provides instructional and informative

content. It is typically a series of articles on numerous topics designed to increase the listener's

knowledge and awareness of a specific issue. It is defined in this study as supplemental learning

materials delivered as digital audio files. This podcast is specifically created to give educational

content, and its effectiveness is measured by how well it contributes to student comprehension

and knowledge of the relevant topics.

 An educative podcast is an audio program designed to educate and inform listeners on a

particular topic or subject. In the context of language learning, educative podcasts can be used to

provide language lessons, discussions, or explanations, thereby supporting students' learning and

comprehension. These podcasts can cover a wide range of topics, from language skills and

grammar to cultural aspects and real-life conversations, and they have been found to be

beneficial in improving students' listening and speaking achievements

Listening Comprehension

Listening comprehension refers to the cognitive abilities to clearly understand and interpret

spoken language. In an educational context, it is the capacity of students to understand and make

meaning of spoken language, which is a crucial skill for language learning and overall academic

success. It involves strategies such as word recognition, syntactic structure comprehension, and

overall comprehension of verbal communication.

Listening comprehension encompasses the ability to comprehend spoken language at the

discourse level, including conversations, stories (narratives), and informational oral texts. It

involves the processes of extracting and constructing meaning from multiple utterances and oral

texts.

Pedagogical Landscapes

Pedagogical landscapes refer to the educational environments and settings in which

teaching and learning take place. This term encompasses the physical, social, and cultural aspects

of educational spaces, including classrooms, schools, and broader learning contexts. In the
context of podcasting in EFL education, pedagogical landscapes are being shaped by the

integration of digital technologies, such as podcasts, to enhance language learning and teaching.

Pedagogical landscapes refer to the educational environments, both physical and virtual,

in which the process of teaching and learning takes place, particularly in the context of English

as a Foreign Language (EFL) instruction.

EFL (English as a Foreign Language)

EFL stands for English as a Foreign Language, which refers to the teaching and learning

of the English language in a non-English-speaking environment. It is distinct from English as a

Second Language (ESL), which is taught in an English-speaking environment to non-native

speakers. Podcasts have been identified as effective tools for EFL learners to improve their

listening comprehension skills, motivation, and attitudes towards language learning.

Operationally, EFL indicates the teaching of English in a non–English-speaking region,

and the study can occur either in the student's home country as part of the normal school

curriculum or in an anglophone country that students visit for educational purposes. The teaching

of English as a foreign language (TEFL) refers to English language teaching in a country where

English is not the official language.

Listening

Listening is the process of receiving, interpreting, and understanding auditory stimuli. It

is an active skill that involves focusing attention on spoken language and making sense of the

information being conveyed. Effective listening is crucial for language learning, communication,

and comprehension. Listening involves recognizing speech sounds, understanding the meaning

of words, and processing the syntax and prosody of spoken language.

 Operationally, listening can be defined as the practical application of the process of

receiving and understanding auditory information in various contexts, such as educational

settings, communication, or

Comprehension

Comprehension refers to the capacity of the mind to perceive and understand, the power

to grasp ideas, and the ability to fully understand and be familiar with a situation or facts. It

involves the act or action of grasping with the intellect, understanding, and the knowledge gained

by comprehending. In the context of reading, comprehension is the process of simultaneously

extracting and constructing meaning through interaction and involvement with written text. It

relies on the ability to process written text, understand its meaning, and integrate it with what the

reader already knows. Comprehension levels can be observed through neuroimaging techniques

like functional magnetic resonance imaging (fMRI), which show specific neural pathways of

activation during comprehension.

In educational settings, comprehension is often assessed through reading comprehension

tests, which measure students' ability to understand and interpret written material. Overall,

comprehension is a fundamental cognitive skill that is essential for learning, communication, and

understanding the world around us

DESIGN
This research will operate on a framework of quantitative methods of research. According to

Jars (2020) Quantitative research examines relationships between variables, which are measured
numerically and analyzed using a range of statistical and graphical techniques.In addition Babbie

et. al. (2010) states that the focus of quantitative methods is on objective measurements and the

statistical, mathematical, or numerical analysis of data gathered via surveys, polls, and other

means of gathering information, as well as the use of computer technology to manipulate

statistical data that has already been obtained. They added that the goal of a quantitative research

study is to ascertain the relationship between one item (an independent variable) and another (a

dependent or outcome variable) within a population. Quantitative research focuses on obtaining

numerical data and generalizing it across groups of people or to explain a specific phenomenon.

Furthermore, the study follows the quasi-experimental research designs, as their name implies,

simulate experimental conditions in which some individuals are randomly exposed to treatment

while others are not by using nonexperimental (or researcher-induced) variation in the primary

independent variable of interest according to Gopalan et. al. (2020), Likewise White and

Sabarwal (2014) A comparison group that is as close to the treatment group as possible in terms

of baseline (pre-intervention) characteristics is identified using quasi-experimental techniques.

The comparison group shows the results that would have occurred if the programme or policy

had not been put into place. Therefore, any variation in results between the treatment and

comparison groups can be attributed to the programme or policy. In addition, according to Kras

and Ines (2016) When evaluating various intervention components during the pilot stages of

interventions, particularly complex interventions, quasi-experimental studies can serve as a

valuable proof of concept. When viewed as a whole, they contribute to the accumulation of

evidence supporting the importance of chemist treatments across a variety of practice contexts
and nations, even though when considered separately they produce scant evidence of clinical

benefit.

SAMPLING TECHNIQUE
This research will consider the senior high school students of Lamao as the population of

research. Thus, it will involve grade 11 HUMSS students. Therefore, they will be chosen using

match and pair sampling techniques. According to Ahmed (2008) using podcasts in teaching

listening is effective and found that podcasts have a significant effect on students’ listening

comprehension. Similarly, A study by Andi (2023) found that podcasts can improve students’

listening skills and encourage student engagement and interest in learning english. These studies

supports the study of the development of english listening comprehension skills through

educative podcast using match-and-pair sampling technique.

DATA GATHERING PROCEDURE

The study will follow the three (3) stages of data gathering. These are the preliminary stage,

actual data gathering and retrieval phase.

This preliminary stage focuses on laying the groundwork for ethical data collection competence.

Establishing a communication process for obtaining approval from relevant educational

authorities is the initial step, followed by identifying the research objectives, methods, and

potential benefits. By proceeding, one is preparing to communicate with potential learners who

will respond to the survey's transparency, confidentiality, and voluntary provisions. Thus, formal

letter will be send to them.

 Moreover, the second stage of this study is the actual data gathering with the goal of

investigating improvements in listening comprehension through the formal use of podcasts.

Participants will be given pretests and posttests to assess their listening skills as part of the data

collection method. The pretest is a baseline measure that captures participants' initial level of

agreement before they are exposed to the podcast intervention. The podcast intervention will be

followed by a posttest to determine the impact and usefulness of the intervention in improving

listening comprehension. The careful selection of appropriate podcast content, the use of

standardized test questions, and the establishment of consistent testing conditions will all help to

improve data collection efficiency.

As a result, after receiving participants' responses to the pretest and posttest on listening

comprehension, the researcher will carry out a carefully organized verification and authentication

procedure. The researcher will operate with the statistician to derive meaningful insights from

the collected data. During this engagement, recommendations on proper data interpretation and

the selection and use of appropriate statistical tools can be obtained. By involving a statistician

on the research team, they hope to ensure that the methodology is accurate and reliable, thus

contributing to the study's significant findings.