The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills

Abstract

Recently, podcasts have gained attention as an experimental tool for enhancing English language skills. However, existing studies often overlook crucial variables related to learning dynamics. The current research aims to fill this gap by investigating the impact of podcast duration, the timing of educational content discussion, and their interplay on developing English language listening skills. The study explores the nexus between tale duration and discussion timing across four distinct groups via the quasi-experimental design. These groups undergo varied levels of correlation between story duration and discussion timing, allowing the research to scrutinise their effects on English as a Foreign Language (EFL) learners' listening skills. The study's sample comprises sixty university students majoring in English language and translation. Rigorous participant selection criteria, including language proficiency, educational background, and prior experience with podcast-based language learning, ensure a diverse yet homogeneous group. The randomly assigned participants form four experimental groups, each exposed to different combinations of story duration and discussion timing. Additionally, this research provides valuable insights into the intricate relationship between these variables and their impact on EFL learners' listening skills. Findings from cognitive assessments and observation cards reveal that, surprisingly, these factors do not significantly influence students' English listening competence ratings. However, irrespective of the schedule, pre-lecture discussions emerge as a consistently effective strategy for enhancing students' English listening skills. Moreover, in light of these findings, the study presented a set of recommendations that emphasized the importance of discussion and interaction among students before listening to digital content, which in turn reflects positively on the performance of academic students in developing English as a foreign language listening skills.

Full text

I.J. Modern Education and Computer Science, 2024, 6, 80-93
Published Online on December 8, 2024 by MECS Press (http://www.mecs-press.org/)
DOI: 10.5815/ijmecs.2024.06.06
This work is open access and licensed under the Creative Commons CC BY 4.0 License. Volume 16 (2024), Issue 6
The Correlation of Podcast Storytelling Duration
with Discussion Timing in Enhancing EFL
Learners' Listening Skills
Mohamed A. Elkot*
Department of Educational Technology, College of Education, Qassim University, Saudi Arabia
Email: m.alkot@qu.edu.sa
ORCID iD: https://orcid.org/0000-0001-6456-5957
*Corresponding Author
Rabea Ali
Department of English Language & Literature,College of Languages & Humanities, Qassim University, Saudi Arabia
Email: r.ali@qu.edu.sa
ORCID iD: https://orcid.org/0000-0002-2860-3941
Mohammed AbdAlgane
Department of English Language & Literature,College of Languages & Humanities, Qassim University, Saudi Arabia
Email: Mo.mohammed@qu.edu.sa
ORCID iD: https://orcid.org/0000-0003-4782-9644
Eltaieb Youssif
Department of Special Education, College of Education, Qassim University, Saudi Arabia
Email: Am.yousif@qu.edu.sa
ORCID iD: https://orcid.org/0009-0001-4723-3667
Walid Aboraya
Department of Instructional Technology, Faculty of Education, Arab Open University in Oman and Cairo University
Email: Walid.aboraya@aou.edu.om
ORCID iD: https://orcid.org/0000-0001-8616-1734
Received: 14 April, 2024; Revised: 05 June, 2024; Accepted: 15 August, 2024; Published: 08 December, 2024
Abstract: Recently, podcasts have gained attention as an experimental tool for enhancing English language skills.
However, existing studies often overlook crucial variables related to learning dynamics. The current research aims to
fill this gap by investigating the impact of podcast duration, the timing of educational content discussion, and their
interplay on developing English language listening skills. The study explores the nexus between tale duration and
discussion timing across four distinct groups via the quasi-experimental design. These groups undergo varied levels of
correlation between story duration and discussion timing, allowing the research to scrutinise their effects on English as
a Foreign Language (EFL) learners' listening skills. The study's sample comprises sixty university students majoring in
English language and translation. Rigorous participant selection criteria, including language proficiency, educational
background, and prior experience with podcast-based language learning, ensure a diverse yet homogeneous group. The
randomly assigned participants form four experimental groups, each exposed to different combinations of story duration
and discussion timing. Additionally, this research provides valuable insights into the intricate relationship between these
variables and their impact on EFL learners' listening skills. Findings from cognitive assessments and observation cards
reveal that, surprisingly, these factors do not significantly influence students' English listening competence ratings.
However, irrespective of the schedule, pre-lecture discussions emerge as a consistently effective strategy for enhancing
students' English listening skills. Moreover, in light of these findings, the study presented a set of recommendations that
emphasized the importance of discussion and interaction among students before listening to digital content, which in
turn reflects positively on the performance of academic students in developing English as a foreign language listening
skills.
Index Terms: Podcast, Digital Storytelling, Education, EFL Instruction, Listening, Skills

The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
Volume 16 (2024), Issue 6 81
1. Introduction
In the rapidly evolving landscape of education, integrating innovative pedagogical approaches has become
imperative to engage and equip students with the skills necessary for success in the digital age. Among these
approaches, digital storytelling has emerged as a powerful tool, fostering a dynamic and interactive learning
environment. As part of the digital storytelling toolkit, podcasts have gained notable traction in educational settings,
providing a platform for the dissemination of narratives in a format that is both accessible and captivating. In their study,
[1] explores the capacity of podcasting as a platform for online teaching and public engagement in ecology and
evolutionary biology. The statement emphasises the growing trend of podcasts and their benefits, including the ability
to facilitate self-paced learning and reach a wide spectrum of listeners. The article presents a case study on the podcast
"Deer University" to demonstrate how podcasting may be used for conservation education. Furthermore, it underscores
the importance of implementing rigorous quality control measures in podcast content. It proposes that universities and
conservation groups are pivotal in disseminating dependable, evidence-based information via podcasts and other digital
educational materials.
According to Google Statistics, interest and podcast research grew during 2023 from 53% to 97%
(trends.google.com). This study is important for the time being because of the importance of using digital tools in the
learning process, specifically concerning podcast technology, which was classified during the previous year as one of
the top 10 learning techniques preferred and used by learners due to the ease of introduction and access and the
effectiveness of their use for students. The podcast provides an encouraging environment for learning because of its
ease of dealing and does not require high computer skills. It also creates active learners, thereby increasing learners'
interaction with content and their teachers. The uniqueness of education is to take account of individual differences
between learners, as indicated by [2, 4].
Against the backdrop of this burgeoning field, our investigation aims to contribute valuable insights into the
nuanced dynamics of podcast-based learning. The authors aspire to inform educators, researchers, and policymakers
about effective strategies for integrating podcasts into educational settings by examining the influence of story duration
and discussion timing. This exploration addresses the immediate concerns of enhancing listening skills and seeks to
uncover broader implications for cultivating positive attitudes toward digital storytelling as a pedagogical tool [2]. As
the authors embark on this exploration, it is essential to recognise the significance of listening skills in the 21st century,
where effective communication transcends traditional boundaries. The ability to comprehend, analyse, and synthesise
information through active listening is integral to academic success and developing critical thinking and communication
competencies vital in a globalised world [3].
The utilisation of storytelling in education attracts considerable interest, yet it is not devoid of challenges [5]. The
challenges encompass the dimensions and duration of the narratives, the complexity of storing them, and the
requirement of an internet connection for presentation. Nevertheless, research has demonstrated that digital storytelling
can benefit students' acquisition of knowledge and their level of involvement. An investigation revealed that digital
storytelling in English instruction yielded favourable outcomes in students' spoken proficiency, self-assurance, and
comprehension of societal matters. A further investigation centred on the use of digital storytelling in sports journalism
education. The study discovered that this approach fostered a dynamic educational setting and facilitated the
development of aptitudes [4].
Moreover, the application of storytelling has proven successful in integrating English language learners into
classroom interactions, showcasing its ability to overcome language acquisition obstacles. Despite its potential
challenges, research suggests that storytelling can be a helpful tool for teaching. The study conducted by [6] emphasises
the notable surge in the availability of audio-on-demand content in Indonesia and the potential of emerging media
platforms, such as podcasts, to foster the growth of the tourism industry. The study problem can be summarised in the
following:
Podcasting in education has gained attention, but there is a lack of understanding about its success in digital
storytelling education. Previous studies have examined its technological and cognitive effects, but the impact of story
duration and discussion timing on listening skills and attitudes has not been thoroughly investigated. This study
explores the relationship between narrative duration and discussion timing, focusing on improving listening skills. The
research questions of the current study are:
RQ.1. What is the impact of podcast storytelling duration (short, long) on English listening skills?
RQ.2 What is the impact of discussion timing (before, after) accompanying podcast storytelling on English
listening skills
RQ.3 What is the impact of the correlation between podcast storytelling duration (short, long) and podcast
storytelling content discussion timing (before, after) on English listening skills?
In light of the previous research questions, the following hypotheses can be formulated as the following:

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82 Volume 16 (2024), Issue 6
1. 
long broadcast segments and the third and fourth experimental groups' mean exposed to short broadcast clips in the
remote application of both the cognitive test and the observation card associated with listening skill.
2. 
discussed content before listening to the podcast and the second and fourth experimental groups' mean presented and
discussed content after listening to the podcast on both the cognitive test and the observation card associated with the
listening skill.
3. ) between the mean of experimental group scores in the
dimensional measurement of the collectable test and the observation card associated with listening skills due to the
interaction between the time of the podcast presentation (short, and long) and the timing of the discussion (before the
presentation, after the presentation).
With this context in mind, the following sections will delve into the literature surrounding digital storytelling,
listening skills in education, and the existing body of research on podcasting, setting the stage for our empirical
investigation into the impact of story duration and discussion timing in podcast pedagogy.
2. Literature Review
2.1. Podcast Storytelling
A) The importance of Podcast storytelling in education:
Podcasts have become a potent instrument in the ever-changing field of educational techniques, effortlessly
blending into traditional classrooms and online learning contexts. Incorporating podcasts in education has demonstrated
its ability to augment student engagement, cultivate critical thinking abilities, and establish a platform for various
perspectives. Expanding on this basis, attention now turns to the cutting-edge domain of digital narrative podcasts. This
development signifies a notable advancement in teaching methods, as teachers acknowledge the distinct capacity of
audio information rich in storytelling to engage students and foster a more profound understanding of academic ideas.
As the authors begin this exploration, the shift from traditional educational podcasts to digital storytelling presents a
promising opportunity to enhance creativity, improve communication skills, and deepen comprehension of the subject
matter [7].
In modern communication, podcast storytelling has become a captivating and inventive medium. This dynamic
format combines several audio elements, including spoken word, sound effects, and music, to weave narratives together,
resulting in a captivating and engaging storytelling experience. The podcast storytelling utilises technology to captivate
viewers profoundly, surpassing conventional time and distance limitations. This platform enables authors to delve into
various issues and perspectives, promoting connection and empathy among listeners. Integrating technology and
storytelling enhances the narrative experience and provides new opportunities for creativity and expression in the
always-changing realm of digital communication.
B) Research and Applications in Education:
Multiple research projects have investigated the utilisation of podcasts as a digital platform for storytelling in
diverse educational and cultural settings. A separate case study examined the creation of a digital history project in
Newport, Rhode Island. This project involved the development of a multimedia tour and a podcast episode that was
based on original research. The aim was to showcase the use of place-based audio storytelling techniques to enhance the
comprehension of the subject matter [8]. Furthermore, a scholarly article proposed the incorporation of podcast apps to
enhance storytelling sessions in Islamic schools amidst the disruptions caused by the COVID-19 pandemic. The article
highlights the efficacy of podcasts as a viable alternative to remote learning [9]. These examples demonstrate the
promise of podcasts as a flexible and efficient medium for digital storytelling in different areas, such as education and
cultural preservation. In the coming paragraphs, the researchers explore the nexus of technology and education through
recent studies on the use of digital storytelling to teach and learn the English language.
The following studies will reveal how creative methods of digital storytelling have been influencing the field of
language instruction. They will provide insights into effective teaching strategies to create an interesting learning
environment and explore how digital storytelling is becoming a powerful tool for improving the teaching and learning
process. In their study, [10] they indicate that digital storytelling enhances students' speaking abilities and helps them
improve their speaking skills. The use of digital storytelling was perceived positively by students, who found it
engaging, enjoyable, and easy to understand. The study highlights the importance of speaking skills in language
learning and the challenges faced by Thai students in speaking English fluently. It also emphasises the potential of
digital storytelling as an effective tool for enhancing English-speaking skills by combining multimedia elements to
convey stories. Overall, the study suggests that digital storytelling can be a valuable medium for teaching and learning
English speaking, encouraging students' active participation and creativity in expressing their ideas. Another study by
[11] highlighted the importance of combining intercultural communicative competence (ICC) and digital storytelling in

The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
Volume 16 (2024), Issue 6 83
English as a Foreign Language (EFL) classrooms to establish a language learning environment that is both inclusive and
productive.
Moreover, many studies proved that using digital storytelling improves students' literary proficiency and
emphasises the pedagogical significance of DST in teaching literature [12], highlighting the importance of digital skills
and investigating the requirements and opinions of educators on digital literacy in literature [13], suggested that
incorporating storytelling techniques can significantly contribute to improving speaking skills in language learning [14],
emphasised the potential of digital tales as an effective approach for cultivating metacognitive abilities, such as
understanding cognition and managing cognitive processes, and highlighted the significance of tailored and appealing
instructional methods that utilise storytelling to improve metacognitive skills [15].
2.2. Podcast Storytelling Duration in Educational Contexts
In this section, the authors show some studies that focus on the duration of podcast storytelling in English language
education.
A) Storytelling Duration Significance:
Amidst the ongoing influence of technology on instructional approaches, it is crucial to comprehend the
significance of the duration of the narrative. These studies provide useful insights into the impact of digital story
duration on language acquisition, engagement, and overall effectiveness in English language teaching. Join us as we
explore the intricate discoveries that reveal the ideal duration for podcast storytelling in improving the educational
experience. A study by Prakash, Muthuraman, and Anand explored the use of 3-minute audiovisual podcasts, 3-MinuTe
Lessons (3MTLs), as an adjunctive educational resource for medical students. The participants found the podcasts
helpful for reviewing topics, revising quickly, and preparing for exams. The study found no significant difference in
overall evaluation ratings between podcast users and non-users [16].
Podcast storytelling is an effective tool for captivating audiences and establishing favourable linkages between
teaching methods and academic material. However, the duration of podcaststorytelling might vary based on the
intended objective and surrounding circumstances. For instance, research on the influence of digital storytelling on the
motivation and engagement of young foreign language learners utilised stories with a duration of 2-3 minutes [17].
Similarly, a separate investigation focused on employing narrative techniques, supplemented by digital printing puppets,
to enhance English vocabulary acquisition in young children. According to the study, a research project was conducted
to examine how digital storytelling affects the motivation and engagement of young foreign language learners. The
study involved 22 language learners, ages 5 to 13, who participated in extracurricular English language courses as part
of a long-term digital storytelling project. According to the study, using digital storytelling as a teaching technique helps
increase student involvement and foster the growth of internal motivation [18]. The duration of digital stories might
vary based on the intended objective and surrounding circumstances. Nevertheless, studies have shown that shorter
stories, like the ones stated above, successfully captivate audiences and facilitate learning.
B) Balancing Comprehensiveness and Conciseness:
Moreover, [19] explored the underlying principles of storytelling, offered practical techniques for its use, and
delivered empirical proof of its efficacy in enhancing language acquisition and retention among students studying
English for Specific Purposes (ESP). The text also explores the benefits of incorporating storytelling into language
learning, including the provision of genuine language input, the enhancement of vocabulary, pronunciation, and
grammar, the improvement of listening and comprehension abilities, and the facilitation of cultural comprehension.
Furthermore, the article emphasises cooperative approaches for educators and students to cultivate a culture in
education that revolves around storytelling. Additionally, storytelling is widely acknowledged as a great asset for ESP
educators, as it enhances student engagement and facilitates language acquisition [20]. Explored the impact of online
video lectures on student academic achievement. It focuses on two cohorts of engineering students, one receiving
concise teaching films and the other longer lecture videos. The results show that the initial group showed a significant
improvement in course achievement, and short videos were more interesting. However, students who believed videos
had insufficient information scored lower. The study also found that videos with less than 3 minutes were inadequate
and incomplete. The ideal duration for a lecture or instructional video for engineering students is 6 to 10 minutes.
Expanding upon the discussion, [21] investigated the effectiveness of audio podcasts and video practical training in
improving listening comprehension among marine cadets with varying memory capacities. The study found no
significant difference in listening abilities between the two groups but a notable difference in audio podcast use. The
study emphasises the importance of engaging exercises and podcasts for accessible audio-oriented educational material.
Based on the results of the studies mentioned above, the current study's authors emphasise the significance of
balancing comprehensiveness and conciseness in podcast storytelling in educational settings. They also emphasise the
impact of narrative duration on academic outcomes, prompting educators, curriculum designers, and content developers
to consider the most effective duration for digital storytelling interventions. They also highlight the connection between
timing and narrative in the digital arena, thus enhancing our understanding of effective educational communication and
allowing a detailed examination of temporal factors in digital media.

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2.3. Discussion Timing Accompanying Podcast Storytelling
The temporal dimension of digital storytelling podcasts is a critical aspect that warrants comprehensive exploration
and discussion. The timing of these narratives, encompassing factors such as release schedules, episode durations, and
the overall chronological structure, plays a pivotal role in shaping the audience's engagement and reception. Therefore,
understanding the nuanced interplay between storytelling and timing in the digital realm is essential for content creators,
scholars, and enthusiasts alike. This discourse seeks to delve into the multifaceted considerations surrounding the timing
of digital storytelling podcasts, examining how temporal choices impact narrative effectiveness, listener experience, and
the evolving landscape of digital media consumption. In their study, [22] explore the impact of timing and collaboration
on student knowledge construction in digitally supported learning environments. They found that students who received
information in clusters throughout the learning task in interactive digital learning materials (IDLMs) performed better in
knowledge construction.
Moreover, engaging in discussions either before or after the consumption of podcasts can significantly influence
the results of learning. According to a study, the utilisation of audio-visual podcasts as a means of instructional
communication did not demonstrate efficacy in enhancing the academic achievements of junior high school pupils [23].
However, a separate study discovered that instructing through podcasts with the assistance of peers resulted in a notable
enhancement in students' accomplishment in listening comprehension [2]. Furthermore, the utilisation of audio podcasts
in secondary education has been discovered to be advantageous for enhancing English as a Foreign Language (EFL)
linguistic proficiency, specifically in the areas of speaking and listening abilities [3]. Consequently, it may be inferred
that engaging in discussions before or after listening to podcasts can provide favourable results in enhancing learning
outcomes, namely in listening comprehension and linguistic proficiency.
Additionally, [24] investigated the impact of online discussions on students' learning in General Education courses.
The author used qualitative and quantitative methods to analyse student contributions and deep learning strategies. The
study results proved to be of high-quality donations and active involvement and suggested improving online learning
through explicit instructions and ample interaction time. Furthermore, time is important in online chats as a pedagogical
tool. It provides a framework for researchers, designers, and instructors to analyse and design online discussions
considering time. The authors use categories like Duration, Sequence, Pace, and Salience to analyse the temporal
features of online discussions. They suggest a need for a more comprehensive exploration of temporal characteristics
and their impact on learning processes [25].
2.4. Listening Skills in Higher Education
Listening skills are essential for academic excellence in higher education, enabling students to participate in
complex concepts, work efficiently, and express themselves clearly. Consequently, institutions can play a crucial role in
integrating techniques that encourage active listening throughout the academic process by fostering an environment
where students participate in their education, leading to holistic academic accomplishment and enduring success [26].
Storytelling podcasts are particularly instrumental in enhancing listening skills in higher education. They provide an
immersive experience, exposing students to diverse voices and opinions. Furthermore, these podcasts foster
independent learning by incorporating real-life anecdotes, interviews, and conversations. This approach enhances
students' comprehension of spoken language and practical application in real-world situations, contributing significantly
to academic achievement and future career prospects [27].
For instance, [28]explored the effectiveness of integrating digital storytelling with metacognition strategies in
enhancing communication abilities. It uses case studies from a Thai university and 30 undergraduate participants. The
findings suggest that the DSTMC learning model is a successful approach for improving communication skills and
knowledge acquisition. It emphasises the importance of monitoring progress and fostering fundamental communication
skills. Accordingly, [29] showed a study related to students' perceptions of storytelling as a tool for improving their
English speaking abilities and found that digital storytelling was engaging, improved comprehension and enhanced
verbal creativity. Another study by [30] explores the impact of environmental context on attentional engagement in
podcast listening experiences. The research identified five factors: outdoor activities, indoor environments, evening
activities, soundscape conditions, and exercise. The findings have implications for podcast studies and personalised
media, providing a comprehensive understanding of the circumstances influencing podcast consumption.
Additionally, [31] discusses the use of podcasts in English language instruction to enhance students' listening skills
and prepare them for international exams. The study highlighted the importance of listening as the foundation of verbal
communication and the role of computer technologies in education. It provided theoretical foundations for podcasts and
video programs, which can be effectively integrated into foreign language classrooms to improve students' listening
abilities and prepare them for future professional endeavours. Furthermore, the integration of audio narratives in the
educational setting enhances students' comprehension and focus, contributing to advancements in education and teacher
training. The research also offers practical implications for teaching attentiveness and improving the overall learning
experience for both teachers and students [32].

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3. Methodology
3.1 Research Design:
The research uses a quasi-experimental research design to examine the impact of podcast duration and discussion
timing on English as a Foreign Language (EFL) learners' listening skills. It involves four groups to explore the
correlation between storytelling duration and discussion timing. The research aims to understand the specific impact of
these variables on EFL learners' listening skills, providing valuable insights for pedagogical strategies aimed at
improving EFL listening proficiency.
3.2 Participants:
The research participants were sixty university students in the Department of English Language and Translation.
They were randomly distributed into four experimental groups according to the experimental design. The participants
were carefully selected based on factors such as language skills, educational background, and experience with podcast-
based language learning. The study aimed to analyse the relationship between story duration and discussion timing on
the listening skills of EFL learners, as shown in (Table 1).
Table 1. shows the experimental design of the groups.
Discussing before listening
Discussing after listening
listening to the long podcast


listening to the short podcast

 4
As shown in Table 1, the first experimental group discusses the content with the teacher before listening to the
long podcast. The second experimental group discusses the content with the teacher after listening to the long podcast,
the third experimental group discusses the content with the teacher before listening to the short podcast, and finally, the
fourth experimental group discusses the content with the teacher after listening to the short podcast. Each group
included 15 students, and the equality and homogeneity of the groups were ensured before experimenting. Participants
in the four experimental groups downloaded the RSS app to stream podcast content via their mobile devices.
3.3 Instruments:
3.3.1 English Listening Test:
It was designed to measure English listening skills and administered as a pre-post-test among English for Specific
Purposes (ESP) students. The authors need to develop some proficient listening skills to navigate professional and
academic environments. The students should understand specialist jargon and technical terminology and perceive
intricate connotations in spoken communication. Active listening involves extracting important information,
recognising primary concepts, and distinguishing supporting details from aural data. They should also interpret a wide
range of accents and speech patterns to adapt to real-world communication settings. ESP students should identify
listening comprehension skills, combining language skills with contextual comprehension, to effectively handle
complex communication requirements within their specific fields. A holistic strategy for improving listening skills for
ESP students involves a thorough emphasis on technical terminology, extracting information, actively engaging with
the material, interpreting nuances, and understanding different accents.
3.3.2 Notecard:
A note card was designed to assess the performance of ESP listening skills. They comprehend phrases and
expressions related to areas of most immediate priority (e.g., basic personal and family information, shopping, local
geography, employment) provided speech is clearly and slowly articulated. Other observed skills are following speech
that is very slow and carefully articulated with long pauses for students to assimilate meaning, recognising concrete
information (e.g., places and times) on familiar topics encountered in everyday life, and delivering slow and clear
speech. The note card was applied before and after exposure to the experimental treatment.
3.4 Processing design:
Initially, a scenario was designed that included details of the podcast content presented to students in short and
long formats, considering the standards of digital storytelling in writing, as shown in (fig 1). This scenario was then
converted into audio clips that were recorded and audio-edited (6 podcast clips, 3 long, 3 short). This was followed by
creating an account on Spotify and Google Podcasts and then uploading the podcast every two clips (short and long)
before the weekly lecture time so that all clips would be on the platform and available to students within three weeks.
The RSS Reader application was also used, which supports smart devices for Android and iPhone systems to access
podcast clips and the possibility of direct access through the podcast pages on the previous two platforms.

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86 Volume 16 (2024), Issue 6
Fig. 1. Podcast Interface with Clip Time
3.4.1 Criteria for Podcast Selection:
The podcasts were selected based on several criteria to ensure they were suitable for enhancing listening
comprehension and relevant to the educational objectives of the study. The criteria included:
A) Relevance to Academic Content: The podcasts needed to cover topics pertinent to the curriculum and align
with the student's fields of study.
B) Language Level Appropriateness: The language used in the podcasts was evaluated to ensure it matched the
students' proficiency levels, allowing for effective comprehension and learning.
C) Diversity of Content: We chose podcasts that provided a mix of narrative styles, including storytelling,
interviews, and discussions, to expose students to various formats and contexts.
D) Duration: The podcasts were selected to be manageable in length, typically between 3 and 10 minutes, to
maintain student engagement without causing fatigue.
E) Quality of Production: We ensured that the podcasts had high audio quality to prevent listening difficulties that
could arise from poor sound production.
3.4.2 Discussion Protocols:
To ensure structured and effective discussions, we implemented the following protocols:
A) Pre-Listening Discussion: For groups where discussions occurred before listening, we introduced the podcast
topic and facilitated a brainstorming session to activate prior knowledge and set learning objectives.
B) Post-Listening Discussion: For groups that discussed the podcast after listening, we guided the discussion by
asking comprehension questions, encouraging reflections on the content, and connecting the podcast to the
student's experiences and academic knowledge.
C) Structured Questionnaires: During discussions, we used structured questionnaires to ensure that key aspects of
the podcast were covered. Questions focused on main ideas, supporting details, and students' interpretations
and opinions.

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Volume 16 (2024), Issue 6 87
D) Facilitator Role: The professor acted as a facilitator, guiding the conversation to ensure all students participated,
clarifying misunderstandings, and prompting deeper analysis and critical thinking.
E) Feedback and Reflection: At the end of each session, we provided time for students to give feedback on the
podcast and the discussion process, fostering a reflective learning environment.
3.5 Procedures
Initially, the research tools and the podcast experiment were applied to a survey sample of 8 students to ensure the
podcast's validity and to confirm the tools' psychometric properties. This was followed by applying the basic
experiment to the students after dividing the students into four equal groups, 15 students in each group. The experiment
was used, which took 5 weeks, depending on the following:
The First Week: The authors began the experiment in the first week using two key tools: an English listening
assessment and an observation card. These tools were chosen to gather baseline data and evaluate participants'
knowledge and skills. The English listening exam assessed auditory comprehension, while notecards collected
qualitative data on note-taking practices. This methodological approach laid the groundwork for the subsequent weeks
of the study, ensuring a comprehensive understanding of participants' baseline abilities and behaviours before the
intervention.
The Second Week: The experimental investigation focused on active listening strategies using podcasts to retrieve
information. Active listening involves understanding, interpreting, and reacting to verbal communications, enhancing
comprehension. The experiment aimed to assess the effectiveness of active podcast listening on information retention
and cognitive processing. The study offered unique perspectives on the practical use of active listening in educational
and informational settings by replicating real-life situations. This phase helped in understanding efficient learning
strategies and enhancing cognitive processes through audio stimuli, ultimately contributing to the understanding of
effective learning strategies in educational and informational settings.
The researchers divided the time among the four groups to clarify the procedures implemented this week. The first
group listened to the podcast, and then the professor and the students discussed it. The second group discussed the topic
at the beginning and then listened to the podcast. The third group listened to the podcast, and then the professor and the
students discussed it. The fourth group initially discussed the topic and then listened to the podcast.
The Third Week: The same procedures as the previous week were carried out through two other new podcasts.
These podcasts have titles: Alberto's New Neighbors and Elephants, bananas, and Aunty Ethel. The authors used these
podcasts to enhance listening comprehension skills. They combined language proficiency with contextual understanding
to help participants navigate complex communication demands in their academic fields. The researchers aimed to
cultivate a nuanced understanding of subject-specific language nuances and create an environment where linguistic
skills could be seamlessly integrated with contextual knowledge. This innovative methodology refined language
proficiency and fortified participants' ability to interpret and respond effectively to complex communication scenarios.
The Fourth Week: During the fourth week of our academic study, the authors conducted two new podcasts through
the experiment to improve the listening abilities of English for Specific Purposes (ESP) students. The podcasts are a
serious case, as well as a phone call from a customer. The authors focused on using relevant podcasts as part of a
comprehensive plan to develop expertise in technical vocabulary, extracting information, actively engaging with content,
interpreting nuances, and understanding different accents. The experiment aimed to establish an engaging educational
setting, motivating students to not only passively absorb audio content but also actively engage in the learning process.
The main objective was to provide ESP students with a comprehensive range of skills, allowing them to handle the
intricacies of specialised language effectively and improving listening skills in their specific areas of study.
The Last Week: The researchers used an English listening exam and observation card to assess the results of their
study. The exam evaluated participants' spoken language comprehension, providing insight into the intervention's
impact on their language skills. The observation card introduced a qualitative aspect, allowing participants to express
their understanding of the content. The concluding measurement stage allowed for a comprehensive evaluation of the
experiment's efficiency and detailed comprehension of participants' cognitive reactions, enhancing the overall strength
of the study's results.
4. Results and Discussion
This section presents the empirical findings from a meticulously implemented research methodology to answer
main research inquiries and provide useful contributions to the current knowledge base. The presentation is structured
logically, emphasising numerical and descriptive elements, as well as statistical studies. To answer the first question,
how does podcast storytelling duration impact (short, long) English listening skills? The authors employed a T-test to
compare the means of grades for independent groups, as depicted in (Table 2).

The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
88 Volume 16 (2024), Issue 6
Table 2. illustrates the significance of differences between the mean grades of students in English listening skills based on the duration of podcast
storytelling (short, long).
Dimension
Sample
N
Mean
Std..D
Degrees of
Freedom
t-value
Significance
Level
Cognitive Test
Short duration





Not Significant
Long duration



Observation
Card
Short duration




Not Significant
Long
duration



The first research question aimed to investigate the impact of podcast storytelling duration, whether short or long,
on English listening skills. The findings revealed no statistically significant differences in students' English listening
skills and grades based on the duration of cognitive exams or observation cards. The t-values for the cognitive exam and
observation card were 0.738 and 0.871, respectively, below the essential t-value. However, there is no statistically
significant difference between short and long podcast time. There is an apparent difference between the mean grades of
students in the dimensional aspect of the achievement test and the observation card, with a mean of 15.40 for the short-
term compared with a mean of 15.00 for the long-term of the podcast. The authors think that the lack of statistical
indication between the short and long time of the podcast can be reversed for some possible reasons. The quality of the
design of podcasts following technical and educational standards, particularly concerning the procedures for the design
of storytelling, is associated with developing students' listening skills and considering learners' characteristics. The
characteristics of the podcasts have contributed to the development of both groups' cognitive and performance aspects.
This may be one reason why there is no statistical indication. We look at the principles of the cognitive theory of
multimedia learning for Richard Mayer Richard, which suggests that the learner stores information in long-term
memory, affecting the survival of the learning effect. This explains the quality of learning through the videos offered to
students. The Podcasts contributed to the uniqueness of learning by considering the individual differences between
learners and providing them with timely learning for each learner. These results align with a previous study by [8] that
found that short-term podcasts may enhance engagement and retention, possibly due to reduced cognitive load, as
Sweller's Cognitive Load Theory suggested. This finding supports Mayer's Cognitive Theory of Multimedia Learning,
which emphasises the importance of managing cognitive resources effectively and contributes to the ongoing debate
about optimal media length in educational settings. The current study highlights the importance of personalised learning
experiences in podcasts, highlighting the flexibility of podcasts. It suggests concise, high-quality audio materials can
enhance student engagement and learning outcomes, especially in digital environments.
Expanding on this early discussion, the authors focus on the second research question: what is the impact of
discussion timing (before, after) accompanying podcast storytelling on English listening skills
?
Which seeks to uncover
the moderating influence of discussion timing accompanying podcast storytelling on English listening skills. By
thoroughly examining the data, the authors used a T-test to compare the means of grades for independent groups, as
evident in (Table 3).
Table 3. illustrates the significance of differences between the mean grades of students in English listening skills for the timing of content discussion
presented through the podcast (before/after).
Dimension
Sample
N
Mean
Std..D
Degrees of
Freedom
t-value
Significance
Level
Cognitive Test
before






after



Observation
Card
before





Not Significant
after



It is evident from (Table 3) that there are statistically substantial differences between the means of students' grades
in English listening skills which were attributed to the discussion time (before - after) on the cognitive test. The t-value
was 4.33, surpassing the critical t-value at a 0.01 significance level, indicating that the differences favour discussions
conducted before the podcast. However, no statistically significant differences were found between the means of
students' grades in English listening skills for the discussion time (before - after) on the observation card, where the t-
value was 0.289, lower than the critical t-value. Based on the above, it becomes apparent that discussions held before
the lecture have a more significant impact on students' developing listening skills in the English language, regardless of
the timing of the debate. This effect is observed only in the observation card, while discussion timing has no impact on
the development of this skill for students concerning the cognitive test.
Additionally, the principles of the constructive theory, which refer to the need for the participation of the learner
and his interaction with others [33, 34], which supports the mental structure of the learner [34], as Vygotsky emphasised
in the social construction theory [35], e-discussions among student groups to discuss the content of learning before and
after listening to the podcast can only apply the principles of constructive theory [36], which seeks to engage
constructive learners in their education in a positive way that raises their motivation and supports their knowledge
building [37], as confirmed by the results of the current research. Moreover, concerning the existence of statistically

The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
Volume 16 (2024), Issue 6 89
significant differences in favour of the experimental group, which discussed the educational content before the podcast
was presented, this result can be attributed to the existence of the motivational attitude of students to engage, discuss,
and cooperate to explore the new educational content as well as the educational curiosity to answer many of the
questions associated with this content as compared to the post-podcast discussion, which often answers the questions in
the students' minds. Furthermore, the results of the current study provide new insights into how the timing of
discussions can be strategically utilised to maximize educational benefits, suggesting that integrating discussions before
listening activities can foster a more active learning environment and enhance cognitive engagement. This has practical
implications for educators in designing effective learning sessions that leverage pre-discussion benefits to improve
listening skills and overall academic performance.
The third research question focuses on the relationship between podcast storytelling duration and podcast
storytelling discussion timing on English listening skills. To answer the third question, what is the impact of the
correlation between podcast storytelling duration (short, long) and podcast storytelling discussion timing (before, after)
on English listening skills? The authors used Spearman's rank correlation coefficient to confirm the significance of the
relationship between story duration, podcast discussion timing, and the development of listening skills in the English
language, as illustrated in (Table 4).
Table 4. presents correlation coefficients between story duration, podcast discussion timing, and the development of listening skills in the English
language.
Variables
Listening Skills
Total
Story
duration
Long Track


Short Track

Discussion
Timing
Before


After

*Significant at the 0.05 level **Significant at the 0.01 level
It is evident from the previous table that there is a statistically significant positive relationship between story
duration, discussion timing, and the development of listening skills in the English language. As indicated in the table, a
statistically significant positive relationship was found between story duration (long-short) and discussion timing
(before - after) and their overall grades at the 0.01 significance level. This implies that both story duration and
discussion timing positively impact the development of listening skills in the English language for the students in the
study sample. Additionally, the results of the previous table indicate that there is a statistically significant positive
relationship between the story time, regardless of the length of the short or long section, which is not more than 10
minutes long, and the electronic peer discussion on the educational content provided through the podcast, which
underscores the importance of accompanying the student discussion of the podcast educational presentation, which is
consistent with the results of a study [38] that has shown the effectiveness of the presentation of the academic content
and its discussion before and after the podcast presentation. This is confirmed by the theory of cognitive load, which
indicates that the learner's cognitive structures consist of short-term memory and long-term memory, and the
information is processed in short-term memory and is limited in capacity and time and requires the division of
educational content into small treasures to facilitate their work and thus facilitate understanding and assimilation. [39]
referred to the positive relationship between the role of podcasts, participation, and social interaction among students,
and that this relationship maximises the role of peer debate and interaction and that the presentation of podcasts alone
without being accompanied by genuine participation and interaction among learners may affect learning outcomes. The
results of this research question are confirmed by several studies that proved the positive effectiveness of podcasts in
developing English language skills [41, 42, 43].
This study uniquely underscores the importance of accompanying student discussions of the podcast's educational
presentation. This is consistent with the survey results by (16), which showed the effectiveness of presenting
educational content and its discussion before and after the podcast presentation. However, our research adds to the
literature by highlighting the optimal duration (under 10 minutes) for maximising engagement and comprehension.
Integrating discussion timing and podcast duration into instructional design can significantly enhance listening skills in
the English language. Educators can create a more interactive and effective learning environment by incorporating short,
engaging podcasts with structured pre- and post-listening discussions. This approach aligns with constructivist learning
principles and provides practical strategies for maximising student engagement and language skill development. While
our study confirms the positive impact of story duration and discussion timing on listening skills, it uniquely highlights
the combined effect of these variables when optimised for length and structured interaction. This contributes to the
broader educational discourse by offering evidence-based recommendations for enhancing podcast-based learning
interventions.
This study has limitations that should be acknowledged. The study was conducted on a relatively small sample due
to low student acceptance rates and available resources at the university, which may affect the possibility of
generalising the critical results that the study proved. However, considering the positive impact shown in the results
regarding the discussion of educational content before podcast presentation, it indicates the importance of further
research on methods and approaches to managing collaborative discussions among students, which the results of this
study have proven to be worthwhile before presenting the educational podcast aimed at developing students' listening

The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
90 Volume 16 (2024), Issue 6
skills. Moreover, future research should also delve into the specific role of managing these discussions and their
relationship to students' motivation and attitudes toward using podcast technology, as well as the importance of
conducting similar research related to the timing of podcast presentations for a more extended period. Podcast digital
broadcasting is compatible with behavioural theory that prepares the educational attitude with educational effects
required for learning occurrence and learner response and then reinforces this response. Moreover, the results of this
study can also provide several recommendations to English teachers when using digital learning environments
specifically while using podcasts to develop students' listening skills: Great importance should be given to discussing
content and interaction among students before starting presenting the podcast, as well as the length of time of the
podcast provided should not be long so that students do not distract their mind and student concentration is maintained
as long as possible.
5. Conclusion
The current research examined the intricate relationship between the length of stories, the timing of discussions,
and their influence on the improvement of English listening abilities in EFL learners. The research findings revealed
that there were no statistically significant variations in students' English listening skills grades based on the duration of
cognitive examinations or observation cards. However, a noticeable disparity in mean scores was seen between short
and long podcast durations. Although not statistically significant, the authors suggested that this difference could be
reversed for each student by taking into account factors such as designing podcasts that adhere to technical and
educational standards, paying careful attention to the characteristics of learners, and recognising the distinct impact of
podcasts on cognitive abilities and performance. Moreover, the study found that pre-podcast talks had a greater
influence on the improvement of listening skills, as indicated by the statistically significant disparities in students' marks
in the cognitive assessment. Nevertheless, this impact was just detected in the observation card and not reflected in the
mental test, highlighting the subtle influence of the time of discussions on many facets of listening ability enhancement.
The correlation analysis revealed a statistically significant positive link between the duration of stories, the time of
discussions, and the overall grades of students. This suggests that both aspects are important in improving English
listening abilities. In light of the current study results, the discussion of educational content provided through the
broadcasting of podcast digital content with students before beginning to listen significantly affects the level of English
listening skills. Based on this result and its compatibility with the results of many other studies, the current study
recommends the introduction of an advanced organiser for students as indicated by Ausubel's theory of meaningful
learning. This organisation includes discussing and interacting with students about the educational content before
displaying the digital content, and this can be applied through digital learning environments for teaching English. The
authors, through the current study findings, recommend that further studies on the importance of discussion and
interaction among students associated with podcasts are recommended
Acknowledgements
The Researchers would like to thank the Deanship of Graduate Studies and Scientific Research at Qassim
University for financial support (QU-APC-2024-9/1).
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The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
Volume 16 (2024), Issue 6 91
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Authors’ Profiles
Dr. Mohamed A. Elkot obtained his PhD degree in educational technology from Cairo University, Egypt. He is
specialised in the pedagogical use of technology and computers in education. He is working as an associate
professor in the educational technology department at the College of Education, Qassim University, Saudi
Arabia. He is currently supervising MA and PhD dissertations in the scope of Educational Technology. He has
more than 5 years of experience in teaching, scientific research, and developing virtual learning systems. His
research interests include the pedagogical use of IT, e-Learning, smart learning, the diffusion of innovation, and
AI in Education.
Dr. Rabea Ali is an expert TEFL assistant professor with over two decades of experience and a Ph.D. in the
field. He has a keen interest in technology and has developed innovative teaching methods that have
transformed language education. Ali is a prolific researcher, having published over 10 studies and authored
three influential books in TEFL. His work has significantly contributed to the advancement of language
pedagogy. His commitment to teaching, research, and technology integration has left a lasting impact on
language education, making him an accomplished educator and researcher.
Dr. Mohammed AbdAlgane is an associate professor of Applied Linguistics. He has been awarded an MA in
ELT and a PhD in Applied Linguistics from the University of Gezira, Sudan. He has been teaching English at
the tertiary level in Sudan as well as Saudi Arabia since 2006. He is a professional researcher with numerous
Scopus-indexed publications. His research interests are EFL speech production and perception, vocabulary
teaching, reading, readability, Phonetics, Phonology and teacher education, teaching methodologies, education
technology, etc.
Prof. Eltaieb Youssif, a Ph.D. from Ain Shams University, is a professor of special education at Qassim
University's College of Education. With over 15 years of experience, he focuses on scientific research in special
education and child education. His expertise includes practical and rehabilitative aspects, including diagnosis,
training, rehabilitation, treatment, behaviour modification, and training programs. He has prepared guidance and
training programs for over twenty programs in special education, childhood, and mental health and has prepared
over 35 scales in these areas.
Dr. Walid Aboraya obtained his PhD in Educational Technology from the UK in 2009. His background in
ICT and education led him to work in the education technology and distance education department at Cairo
University. He specialises in the pedagogical use of technology in education on both the research and practical
levels. He is currently supervising several MA & PhD dissertations in Educational Technology. Due to his
specialisation, he acted as the research director at Arab Open University, Sultanate of Oman. Also, he acted as a
consultant in planning and applying the strategies of disseminating e-learning culture among public Egyptian
universities. He is now acting as the Dean of Educational Studies in Arab Open University. His research
interests include educational technology, Special Educational Needs, Diffusion of innovation, pedagogical use
of ICT, and e-learning.

The Correlation of Podcast Storytelling Duration with Discussion Timing in Enhancing EFL Learners' Listening Skills
Volume 16 (2024), Issue 6 93
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