Tailored English Podcasts for Vietnamese University Students as a Supplementary Source of English Learning – Evaluation from Users’ Perspectives

Authors

DOI:

https://doi.org/10.54855/callej.2526411

Keywords:

Podcast channels, Tailored podcasts, Evaluation, Multi-media; Language-majors, ICTs in education

Abstract

In the era of globalization and the rapid advancement of information technology, Podcasts have increasingly been recognized as an effective tool in language education, particularly in enhancing listening skills, expanding vocabulary, and fostering confidence in English communication. This study aims to explore the perspectives of tailored English podcasts as a supplementary resource for enhancing English language proficiency among Vietnamese university students. A mixed-methods research design was employed, integrating quantitative surveys and qualitative interviews to explore students' perceptions and experiences. Survey data were collected from 233 students, complemented by semi-structured interviews conducted with 15 participants selected from the survey cohort. Based on the analysis of both quantitative and qualitative data, this research aims to assess the extent to which podcasts facilitate students' daily English learning activities. Expectedly, the findings can be of some help to academic and educational administrators, teachers in the field of ELT by providing theoretical foundation as well as practices. As a result, more tailored and impactful teaching strategies for language learners can be applied and make significant changes in the context of higher education.

Author Biographies

  • Nguyen Thi Huong, School of Languages and Tourism – Hanoi University of Industry, Vietnam

    Dr. Huong T. Nguyen currently serves as a senior lecturer at School of Languages and Tourism – Hanoi University of Industry, and holds the position of Executive Director of the VietTESOL Association – a trusted platform for teachers of English in Vietnam. She earned her BA, MA degree in ELT and PhD degree in linguistics.. Her expertise and interests include teacher training education, professional development, curriculum development and linguistics.

  • Tran T Dung, School of Languages and Tourism, Hanoi University of Industry, Vietnam

    Dung T. Tran, M.A is a lecturer of English at School of Languages and Tourism - Hanoi University of Industry, Vietnam. She graduated from University of Languages and International Studies majoring in English teaching methodology, then got the TEFL master degree of Southern New Hampshire University. Over the past 10 years, she has been teaching a variety of subjects including English for Specific Purposes and Language Skills. Her research interests include ELT methodology, English for Specific Purposes, and Technology-enhanced English language teaching and learning.

  • Tran M. Duyen, School of Languages and Tourism, Hanoi University of Industry, Vietnam

    Duyen M. Tran, M.A is a lecturer of the English faculty at School of Languages and Tourism, Hanoi University of Industry. Duyen completed her Bachelor (2011) at Hanoi University of Industry and Master program (2019) at Victoria University. She is interested in project-based learning, EMI/CLIL and classroom-based action research.

  • Nguyen H. Linh, FPT University, Vietnam

    Linh H. Nguyen, M.A is an English teacher for non-English majored students, working at FPT University in Vietnam. She earned  a BA degree at University of Languages and International Studies (ULIS) and an MA degree at Hanoi University of Industry (HaUI) in Vietnam. Her research interest is language teaching methodology, especially for teaching listening and speaking skills. She always tries her best to help non-English majored students enhance their English competency.

References

Archard, S. & Merry, R. (2010). Podcasts as a conversational pedagogy. Computers in New Zealand Schools: Learning, Leading, Technology, 22(3), 1-11.

Ashton, H. S., & Brookes, D. (2011). Here's a story: Using student podcasts to raise awareness of language learning strategies. EA Journal, 26(2), 15-27.

Bamanger, E. M., & Alhassan, R. A. (2015). Exploring podcasting in English as a foreign language learners’ writing performance. Journal of Education and Practice, 6(11), 63–74.

Basenko, G., & Baskakova, V. (2021). Podcasts in the teaching media space. E3S Web of Conferences, 273, 12122. https://doi.org/10.1051/e3sconf/202127312122

Berry, R. (2016). Part of the establishment: Reflecting on 10 years of podcasting as an audio medium. Convergence, 22(6), 661-671.

Bhatti, M. S., Mukhtar, R., Arshad, A., & Jabeen, Z. (2019). Investigating teaching speaking skills through A.V.Aids for ESL learners. IJAEDU- International E-Journal of Advances in Education, Vol 5 (13), 75–82. https://doi.org/10.18768/ijaedu.531549

Bottomley, A. J. (2015). Podcasting: A decade in the life of a “new” audio medium: Introduction. Journal of Radio & Audio Media, 22(2), 164–169. https://doi.org/10.1080/19376529.2015.1082880

Cao, T. B. N., & Bui, D. B. H. (2023). Examining students’ perceptions of podcasts as authentic materials for self‑access listening practice. Journal of Research on English and Language Learning (J‑REaLL), 5(1), 1–11. https://doi.org/10.33474/j-reall.v5i1.20725

Cebeci, Z. & Tekdal, M. (2006). Using podcasts as audio learning objects. Interdisciplinary Journal of E-Learning and Learning Objects, 2(1), 47-57. Informing Science Institute.

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.

Dang D, Moughnyeh S, Stephens E, Convers V, Adkins-Jablonsky S, Raut S. (2022). A pandemic pivot: Podcast as an active engagement tool in the classroom and beyond. CourseSource 9, 57-60. https://doi.org/10.24918/cs.2022.34

Drew, C. (2017). Educational podcasts: A genre analysis. E-learning and digital media, 14(4), 201–211. https://doi.org/10.1177/2042753017736177

Farshi, N., & Mohammadi, Z. (2013). Use of podcasts in Effective Teaching of Vocabulary: Learners’ Aưttitudes, Motivations and Limitations. Theory and Practice in Language Studies,vol 3(8) https://doi.org/10.4304/tpls.3.8.1381-1386

Garrison, D. R. (1997). Self-directed learning: toward a comprehensive model. Adult Education Quarterly, 48(1), 18–33. https://doi.org/10.1177/074171369704800103

Ibrahim, C. W. I. R. B. C. W. (2019). Learning for fun: Strategies for social networking-based language learning. The Journal of Social Sciences Research, 58, 1210–1216. https://doi.org/10.32861/jssr.58.1210.1216

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

Istanto, J. W., & Indrianti, I. (2011). Pelangi Bahasa Indonesia podcast: What, why and how?. Electronic Journal of Foreign Language Teaching, 8(1), 371–384.

Kavaliauskienė, G., & Anusienė, L. (2009). English for specific purposes: podcasts for listening skills. Coactivity: Philology, Educology, 17(2), 28-37. http://dx.doi.org/10.3846/1822-430X.2009.17.2.28-37

Lazzari, M. (2009). Creative use of podcasting in higher education and its effect on competitive agency. Computers & Education, 52(1), 27–34. https://doi.org/10.1016/j.compedu.2008.06.002

Lee, M. J. W., McLoughlin, C., & Tynan, B. (2011). Podcasting in distance learning: true pedagogical innovation or just more of the same?. Web 2.0-Based E-Learning: Applying Social Informatics for Tertiary Teaching, 228–246. https://doi.org/10.4018/978-1-60566-294-7.ch012

Liu, C. (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

Markman, K. M., & Sawyer, C. E. (2014). Why pod? Further explorations of the motivations for independent podcasting. Journal of Radio & Audio Media, 21(1), 20–35. https://doi.org/10.1080/19376529.2014.891211

NamazianDost, I., Bohloulzadeh, G., & Rahmatollahi, R. (2017). The effects of using podcasts on listening comprehension among Iranian pre-intermediate EFL learners. International Journal of Applied Linguistics and English Literature, 6(6), 57-70.

Nguyen, Q. T., & Nguyen, T. D. T. (2021). Using podcast technology to improve Vietnamese listening and speaking skills of international students. International Journal of Humanities and Natural Sciences, 9–2(60), 48–52. https://doi.org/10.24412/2500-1000-2021-9-2-48-52

Nguyen, H. L., Nguyen, T. L., & Le, D. H. (2023). Non-English-majored freshmen’s investigating perspectives and attitudes towards English intonation through podcast integration in a Vietnamese university. AsiaCALL Online Journal, 14(2), 168–184. https://doi.org/10.54855/acoj.2314211

Nguyen, T. H., & Nguyen, H. L. (2024). Exploiting English podcasts in lead-in activities to improve non-English-majored freshmen's interest in learning English at Hanoi University of Industry. Language and Life, 2(350), 67–78.

Nguyen T. Q. G. & Ho T. N. N. (2018). Integrating podcasts into language learning: A case study of Vietnamese EFL students. Journal of Nusantara Studies (JONUS), 3(1), 1-11.

Rachmaniputri, F. I., Purnawarman, P., & Gunawan, M. H. (2021). Students’ perceptions towards the use of podcasts in listening Class. Advances in Social Science,Education and Humanities Research. 546, 179-187. https://doi.org/10.2991/assehr.k.210427.028

Prasetya, R. E. (2024). Unreadiness in the student-centered English language learning context in the age of online learning. Journal of English Teaching Literature and Applied Linguistics, 8(2), 124-137. https://doi.org/10.30587/jetlal.v8i2.6242

Rosell-Aguilar, Fernando (2007). Top of the pods - in search of a podcasting “Podagogy” for language learning. Computer Assisted Language Learning, 20(5), 471–492. https://doi.org/10.1080/09588220701746047

Thy, Đ. H. U. (2023). The effectiveness of podcasts on first-year English majored students’ listening comprehension at Khanh Hoa University. TNU Journal of Science and Technology, 228(03), 77–84. https://doi.org/10.34238/tnu-jst.7265

Torres, J. M. T. (2011). The use of podcasts in higher education: communication, innovation, education and knowledge management. RUSC Universities and Knowledge Society Journal, 8(2), 225-240. https://doi.org/10.7238/rusc.v8i2.1047

Tran, T. N. (2016). Investigating the students’ practices and perceptions on the podcast learning project for educational purposes. Journal of Education and Training Studies, 4(7), 67-77. doi:10.11114/jets.v4i7.1633

Shamburg, C., O’Neill, V., Jimenez, R., Rodriguez, J., & Harb, K. (2023). Podcast listening and informal learning. The Qualitative Report. https://doi.org/10.46743/2160-3715/2023.5862

Stanley, G. (2006). Podcasting: Audio on the Internet comes of age. TESL-EJ, 9(4), 1-7. Retrieved from https://tesl-ej.org/ej36/toc.html

Wang, L., Chen, H. C., Lee, J. C., Yu, E. K. W., & Tian, J. X. (2022). Investigation of Technology-Enhanced Language Learning and Teaching E-Resources/Tools in the online context. International Journal of Computer-Assisted Language Learning and Teaching, 12(1), 1–21. https://doi.org/10.4018/ijcallt.307150

Yaman, I. (2016). The potential benefits of podcasts for language learning. Journal of Educational and Instructional Studies, 6(1), 60-66.

Yoestara, M., & Putri, Z. (2019). PODCAST: An alternative way to improve EFL students’ listening and speaking performance. Englisia Journal of Language Education and Humanities, 6(1), 15-26. https://doi.org/10.22373/ej.v6i1.3805

Downloads

Published

2025-09-29

Issue

Vol. 26 No. 4 (2025): Special Issue GLoCALL 2024 Conference Papers

Section

Research Articles

License

Copyright (c) 2025 Author and CALL-EJ

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright of articles is retained by authors and CALL-EJ. As CALL-EJ is an open-access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Sources must be acknowledged appropriately.

How to Cite

Tailored English Podcasts for Vietnamese University Students as a Supplementary Source of English Learning – Evaluation from Users’ Perspectives. (2025). Computer-Assisted Language Learning Electronic Journal, 26(4), 213-231. https://doi.org/10.54855/callej.2526411