<![CDATA[This study investigated the implementation of podcast-based listening activities in an English as a Foreign Language (EFL) classroom. Specifically, it explored students’ listening difficulties, the implementation of podcast-based activities, and the challenges encountered by the lecturer. The study adopted a qualitative case study approach involving 20 fourth-semester students enrolled in a Listening course in the English Education Study Program at Universitas Pancasakti Tegal. Data were collected through open-ended questionnaires, classroom observations, and semi-structured interviews. Analysis of the data revealed that students mainly struggled with limited vocabulary, rapid speech, and unfamiliar pronunciation, which affected their comprehension of authentic spoken English. Despite these challenges, students generally expressed positive perceptions of podcast-based learning. They viewed podcasts as engaging learning resources that provided authentic language exposure and supported listening development. The ability to replay podcast episodes was perceived as particularly beneficial in helping students understand difficult sections and improve overall comprehension. The lecturer reported several challenges, including selecting podcast materials appropriate to students’ proficiency levels, addressing vocabulary limitations, and managing classroom time effectively. Nevertheless, podcasts were considered valuable resources for creating more interactive listening experiences and exposing learners to authentic spoken English. The study concludes that podcasts can be effectively integrated into EFL listening instruction when supported by appropriate pedagogical strategies and carefully designed learning activities.]]>
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