GENERAL INTRODUCTION.
The role of the English language is diverse, as it goes beyond simple communication
and plays a crucial position in various aspects of global interaction. As a matter of fact,
English serves as a global lingua franca, facilitating communication in various fields such
as business, trade, research, science, technology, and education (Jenkins, 2009). Among
the four language skills, English listening holds a pivotal role in foreign language
teaching and learning, serving as a fundamental component in communication and
classroom instruction (Rost, 2002). Yet, EFL students often face challenges in mastering
English listening skills. Ulum (2015) observed that listening is often the weakest
proficiency among EFL students who encounter numerous obstacles. ,Vandergrift states:
“Listening comprehension is central in language acquisition , but it remains the least
understood and under-researched skill.” (2007, p.191). In environments with limited
practice opportunities, such as EFL contexts, listening can be especially problematic
(Nowrouzi et al., 2014). Additionally, EFL learners often encounter difficulties when
listening to the language, including cultural differences, unfamiliar vocabulary, lengthy
speech, and a lack of interest (Vandergrift, 2007).
To address these challenges, Rost (2011) proposes that incorporating authentic materials,
including podcasts, improves listening comprehension by exposing learners to authentic
language situations. Using podcasts as a tool in language learning can provide valuable
practice opportunities (Lee & Chan, 2007). To conclude, mastering English listening
skills is crucial for EFL students to succeed an effective communication in various
aspects of their lives.
This secondary research aims to explore the relationship between podcasts and the
improvement of listening comprehension among advanced EFL learners. Furthermore, It
seeks to demonstrate the value of podcasts in addressing listening challenges and to
investigate the role of teachers in facilitating effective understanding. Therefore, it aims
to compare and contrast the findings of three articles from different geographical areas in
order to assess the effectiveness and importance of podcasts interation in language
learning. The current work consists of two chapters: a theoretical part and an empirical
part. The first part presents a literature review of two variables, namely, listening
comprehension and podcasts , focusing on their definitions, aspects, theoretical
frameworks, and the research background. The second part represents the empirical
studies. It includes an overview and systematic analysis of theree articles in terms of their
context and methodologies, followed by a comparison and contrast of their major
findings. Finally, it concludes with a discussion and synthesis of the findings in relation
to the theories presented in the first part.
