Attitudes and Perceptions of TVET Foundation Students towards the use of Podcasts in Enhancing Listening Skills
Abstract
Integration of technology in education has resulted in high adoption of digital tools in English teaching and learning. In addressing the needs of digital natives, podcasts are increasingly popular as innovative learning materials to enhance students’ receptive and productive language skills. Despite the growing literature on the use of podcasts in various educational contexts, there is a limited focus among students in the Technical and Vocational Education and Training (TVET) environment. Hence, this study was conducted to examine the students’ attitudes towards the use of podcasts in ESL listening classrooms, as well as their perceptions on podcasts as learning materials for enhancing listening skills. This study was conducted using a quantitative research design. Data was collected through online survey method using a structured questionnaire as the primary instrument. The questionnaire was distributed to 83 TVET foundation students at a polytechnic in Perak. A follow-up semi-structured interview was also conducted with ten respondents. Data from the questionnaire was analysed using IBM SPSS Statistics Version 29 and presented through analysis of mean scores and standard deviations. The interview findings were selectively transcribed to consolidate the statistical findings. The findings indicated students’ positive attitude towards the use of podcasts in the ESL listening classroom, primarily attributed to the learning enjoyment, the suitability of content and the nature of topics. This study also found that TVET Foundation students perceive podcasts as useful learning materials to enhance their listening skills, knowledge and motivation. Despite a few concerns about the technical aspects of the podcasts, the findings of this study reported students’ positive perceptions on the ease of access and intention to continue using podcasts in the future. The results of this study are significant for educators in making informed decisions on effective instructional strategies in ESL listening classrooms. The findings also provide valuable insights to policymakers in enhancing the English language curriculum for TVET foundation students through the integration of technology.
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