The present study was conducted in order to investigate the effect of podcast
on improving Iranian EFL learners’ achievement listening. The main finding of the study displayed in tables (4.1-4.9) shown a positive answer to the major question of the study. Actually, the positive effect of the podcast on the students’ listening skills was found. The experimental group was obtained higher mean scores in their post-test. Explicitly, based on the outcomes of post-test, there was a significant difference between the experimental groups’ performance and the control groups’ performance. On the other hand, both groups did not show any statistically significant difference in their pre-test result. In fact, it indicates both had nearly similar listening levels. Therefore, it can be stated that they had the same language background.
The results of the present study supported the findings of previous studies by Rahimi and katal (2012) who found that using podcasting has positive effect on metacognitive listening strategies. (r = .49, p < 0.01). In this study, during the six weeks of the experiment, listening to real authentic materials in podcasts enhanced the experimental group's listening abilities in an effective way. It agrees with what Gura & King (2007: 159) that state podcasts can be used to enhance, enrich and extend the scope of classroom activities. In addition, they claim podcast content can be included a resource of exceptional potential. The fact to consider is that listening activities such as listening for main ideas, listening for details, listening to a sequence, listening for specific vocabulary, listening for cultural interest, listening for attitude and opinions, and listening to functional language generally essential students to listen more. Gura & King (2007: 182) believe that listening to authentic material through podcast and bringing it into the learning experience was caused difficult listening practice changed to easier performance. This also agreed with (Istanto, 2011) that state podcasts can be used as supporting materials and develop students' proficiency in English. The findings in this study correspond to those of other similar research work. (Chan & Lee, 2005; Maag, 2006; Tynan & Colbran, 2006). The study indicated the experimental group improved through using podcast during the treatment. It is quite apparent that the technology inherent in podcasting is not a hindrance.