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All Journal Journal of Foreign Language Teaching and Learning Jurnal Pengabdian Magister Pendidikan IPA Journal of English Education and Teaching (JEET) JASL - Journal of Applied Studies in Language Akademika : Jurnal Pemikiran Islam JEELS (Journal of English Education and Linguistics Studies) Indonesian Journal of English Language Teaching and Applied Linguistics
Irawan, Lalu Ari
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Religion Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Podcast videos-based language learning materials integrated with metacognitive skills in improving EFL learners’ speaking skills and intercultural pragmatic competences Ismail, Mahyun; Haerazi, Haerazi; Irawan, Lalu Ari
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 1 (2026): JEELS May 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i1.6966

Abstract

Recognizing that speaking proficiency requires not only linguistic accuracy but also metacognitive awareness and intercultural sensitivity, the research introduces podcast videos as authentic resources to provide contextual exposure to real-life communication. This study investigates the effectiveness of podcast video–based instructional materials integrated with metacognitive strategies in enhancing English as a Foreign Language (EFL) learners’ speaking skills and intercultural pragmatic competence. Employing a mixed-method concurrent embedded design, the study involved 67 middle school students in Central Lombok, Indonesia, who were divided into experimental and control groups. Data were collected through pretests, posttests, and interviews, with instruments designed to measure speaking performance, intercultural pragmatic competence, and metacognitive skills. Quantitative results revealed significant improvements in the experimental group’s speaking and intercultural competence, supported by high mean scores and statistically significant differences in t-test analyses. Metacognitive integration also fostered learners’ ability to plan, monitor, and evaluate their communication strategies, leading to greater learner autonomy. Qualitative findings indicated positive learner perceptions, with students highlighting the authenticity, motivation, and relevance of the podcast-based materials. Podcast videos mixed with metacognitive scaffolding appear to be a unique and effective EFL teaching method. The study offers both theoretical and practical implications for technology-enhanced, student-centered pedagogy.
Co-Authors Ahmad, Ramli Aprillah , Ahmad Habibullah, Bukran Haerazi Haerazi, Haerazi Hurniati, Hurniati Ismail, Mahyun KAMARUDIN, SAMSUL Lumbantobing, Panca M. Zaenal Abidin Maknun, Joharatil Nafiah, Silvia Umrotun Nazira, Arni Payung, Naftalia Fany Pratiwi, Ika Aditya Reformana, Gusti Bagus Adri Yogha Riza, Yunisa Septiyani, Winda Soni Ariawan Sotlikova, Rimajon Sukmojati, Edi