Enhancing TOEIC Listening Performance and Learner Agency through Podcast-Based Instruction in EFL Education

Abstract

Podcasts have become valuable tools in language education, offering authentic input, flexibility, and opportunities for self-directed learning. While their effectiveness for improving listening comprehension is well established, less is known about their role in fostering learner agency, particularly in high-stakes testing contexts. This study investigated the effects of podcast-based instruction on TOEIC Listening performance and examined how structured podcast tasks encourage self-regulated learning behaviors. A quasi-experimental pre-test/post-test design was conducted with 53 undergraduates in a General English course at a Taiwanese university. The experimental group (n = 25) engaged in scaffolded podcast-based tasks designed to promote autonomy, while the control group (n = 28) received traditional textbook-based instruction. Results showed significant within-group gains for both groups, with improvements in the experimental group approaching statistical significance compared to the control group. Although ANCOVA revealed only near-significant between-group differences, analysis of learners’ worksheets indicated active engagement in planning, monitoring, and reflection, suggesting that podcasts may support the development of learner agency. These findings suggest that podcast-based instruction holds potential as a supplementary tool for listening development and autonomous learning skills in digital learning environments.