Mostafa Amiri - Department of General Courses, School of Medicine, Gonabad University of Medical Sciences, Gonabad, Iran
Hashem Restegar - Department of English, Golestan Science and Research Branch, Islamic Azad University, Gorgan, Iran
Nematullah Shomoossi - Sabzevar University of Medical Sciences, Sabzevar, Iran
Behrooz Ghoorchaei - Department of English, Farhangian Univeristy, Tehran, Iran

Background: Using podcasts has long been the source of benefit in education. Podcasts are now used for learning and teaching; however, some aspects are still uncovered. Therefore, this study aimed to determine the effect of using podcasts as instructional tools on English as a Foreign Language (EFL) learners’ vocabulary knowledge and satisfaction towards listening to podcasts. Methods: In this quasi-experimental study, a vocabulary pretest was given to ۶۰ males intermediate EFL learners from Iran Language Institute (ILI) in Gonbad-e Kavus city, Iran, from October to November, ۲۰۱۷, to check their homogenity regarding their vocabulary knowledge. Then, they were divided into two experimental and control groups, each with ۳۰ participants. The experimental group was instructed by the use of podcasts, but the control group continued with routine instruction. They were given a post-test to examine their knowledge of vocabulary. Also, to find out the students’ satisfactions towards podcasting, a ۵-point Likert scale questionnaire with ۸ items was given to the participants in the podcasting group. In addition to the Likert-scale questionnaire on their satisfaction, face-to-face interviews using probing questions were conducted with ۸ participants. The collected data were analyzed through Statistical Package for Social Science (SPSS) version ۲۰ using t-test. The p-value was considered at ۰.۰۵ level of significance. Results: The results revealed that the podcast group outperformed the control group in the post-test. The mean±SD for the control and experimental groups were ۱۴.۱۰±۱.۲۹ and ۱۶.۶۶±۰.۹۲, respectively (P=۰.۰۰۱). Then, the thematic analysis revealed four themes: (۱) vocabulary achievement, (۲) learning by listening, (۳) learner choice and flexibility, and (۴) podcasts as useful instructional tools. Conclusions: The findings suggest that podcasts enhance learners’ vocabulary learning, thus emphasizing the pedagogical merits of podcasts in the enrichment of EFL classes. The results may provide implications for curriculum development and second language vocabulary teaching and learning.

Learning, education, Distance, Research, Information Technology, Vocabulary, Satisfaction