The = .49, p < 0.01). InThe = .49, p < 0.01). In

 

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.

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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.