Effects of Podcasting on Saudi EFL Learners’ Mastery of Simple Past Irregular Verbs and Their Attitudes

Abstract

As a modern language-learning method, podcasting has proved effective for teaching and learning different language skills. This study investigates the impact of using preexisting audio-only grammar podcasts to supplement the learning of simple past irregular verbs and their effects on students’ perceptions of incorporating podcasts into grammar teaching. The participants were 72 Saudi female learners of English as a foreign language (EFL) enrolled in a grammar course at a Saudi university. They were divided into control (n = 36) and experimental (n = 36). The data was collected through a pretest and posttest on simple past irregular verbs and a questionnaire to measure the participants’ attitudes toward using grammar podcasts in grammar teaching. The results revealed that grammar podcasts positively affected the students’ mastery of irregular verbs in the categories of “affirmative statements (verbal and nominal)” and “yes/no questions”. However, specific subcategories did not show improvement after the podcast intervention, including “identifying correct irregular verb forms”, “wh-questions”, “yes/no answers”, and “negative statements”. In addition, the study found that the learners’ positive attitudes toward using podcasts increased due to their exposure to grammar podcasts. The findings may offer EFL teachers insights into how to implement preexisting audio-only grammar podcasts to improve students’ understanding of irregular verbs and how to use them to supplement grammar instruction. Furthermore, grammar podcasts may maximize teaching efficiency by allowing students to listen to the material at their convenience, regardless of location or time.