Autonomous use of podcasts with metacognitive intervention: Foreign language listening development

Abstract

Abstract Podcasts have become a pervasive and easy‐to‐access input for language learning that may improve both form and meaning aspects of language. This study attempted to investigate some unknown impacts of the autonomous use of podcasts through a metacognitive intervention on 12 adult language learners' listening comprehension with an exploratory approach and using a questionnaire, learners' journals, and semi‐structured interviews. The results suggest that autonomous language learners may benefit from multiple advantages of utilizing extensive listening input such as podcasts. Moreover, the learners have a positive attitude toward learning listening with metacognitive strategies and asserted that they aided them to be independent listeners. This study underscores the effectiveness of applying technology‐based listening learning in an EFL context where many learners are devoid of sufficient authentic and comprehensible input.

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