The impact of audio podcast-based activities on Chilean high school EFL students’ listening skills and self-efficacy

• Paulo Etchegaray Pezo ^[1] ; Carlos Ibarra ^[2]
  1. [1] Universidad Autónoma de Chile

     Universidad Autónoma de Chile

     Temuco, Chile

     
  2. [2] Liceo Comercial Temuco Bicentenario de Excelencia
• Localización: Literatura y lingüística, ISSN 0717-621X, ISSN-e 0716-5811, Nº. 53, 2026, págs. 453-484
• Idioma: inglés
• DOI: 10.29344/0717621X.53.3892
• Títulos paralelos:
  • El impacto de actividades basadas en audio podcasts en las habilidades de comprensión auditiva y la autoeficacia de estudiantes chilenos de inglés como lengua extranjera cursando educación secundaria
• Enlaces
  • Texto completo
• Resumen
  • español

    Esta investigación analizó el impacto de actividades basadas en podcasts de audio en las habilidades de comprensión auditiva y autoeficacia de estudiantes chilenos de inglés como lengua extranjera, cursando educación secundaria. El presente estudio utilizó un diseño de métodos mixtos, incorporando un compo-nente cuasi-experimental. Se consideraron dos grupos de es-tudiantes de inglés como lengua extranjera, quienes cursaban el segundo año de educación secundaria, con 40 participantes cada uno. Un grupo fue partícipe de una intervención basada en podcasts. Se emplearon tres instrumentos de recolección de da-tos: una prueba previa y posterior de comprensión auditiva en inglés, un cuestionario previo y posterior de autoeficacia asocia-da al desarrollo de la comprensión auditiva en inglés y un grupo focal centrado en las percepciones de los participantes sobre la intervención pedagógica. Los resultados de este estudio revela-ron que, mediante tareas basadas en podcasts de audio, los estudiantes que participaron en la intervención docente mejoraron significativamente sus habilidades de comprensión auditiva en inglés y su autoeficacia en este ámbito.

  • English

    This research analyzed the impact of audio podcast-based activities on Chilean high school EFL students’ listening comprehension skills and self-efficacy. The present study used a mixed-methods design that incorporated a quasi-experimental component. Two groups of 10th-grade EFL students were considered, comprising 40 participants each. One group took part in a podcast-based intervention. Three instruments for data collection were employed: a pre- and post-listening test, a pre- and post-questionnaire based on L2 listening self-efficacy, and a focus group discussion related to the participants’ perceptions of the teaching intervention. The findings of this study revealed that, by carrying out audio podcast-based tasks, the learners who participated in the teaching intervention significantly improved their L2 listening comprehension skills and self-efficacy.

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