Abstract
This paper investigates a podcast learning project integrated into an English speaking and listening class for the purpose of promoting extensive listening and fostering independent learning. The study collected data through a questionnaire, students’ podcast diaries, and observation notes on student project presentations, seeking to examine students’ learning experiences as well as their views of using podcasts for pedagogical purposes. Results suggested that students were strategic in choosing podcasts suitable for their interests and proficiency levels. Overall, they found learning from podcasts not only convenient but also useful in enhancing their language proficiency and world knowledge. Their general satisfaction with the experience can be attributed to factors including freedom of choice, meaningful practice, and close integration with the syllabus. However, students also experienced frustration with podcasts containing unscripted authentic content delivered at a fast speech rate.
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