The present study sought to investigate the effect of podcasting on the listening comprehension skill of Iranian TEFL students at the Islamic Azad University of Shiraz. It also aimed to examine students’ motivation towards the use of podcasts as a learning tool. To this end, two groups, an experimental and a control group (n = 30 in each group) were selected. First, the homogeneity of students was tested through the Kolmogorov–Smirnov test of normality and independent sample t-test in the pre-test. Next, independent sample t-test was used to compare the effects of listening to podcasts between the experimental and control groups. According to the results for post-test scores, the mean scores between the two groups were significantly different and the mean scores in the experimental group were more than the control group. Then, the descriptive statistics was used to find out whether students in the experimental group were motivated by listening to podcasts or not. According to the results, the overall perspective of the motivation questionnaire indicated a positive number regarding the opinions of the participants towards the role of podcasts. On the whole, students agreed on the positive role of podcasts and disagreed on its negative role. However, they reported a neutral opinion regarding the role of podcasts in alleviating their concern for assessments, recommending it to others, reducing their anxiety of the subject and, its trendy effect and enjoyable style.

本研究旨在调查播客对设拉子伊斯兰阿扎德大学伊朗 TEFL 学生听力理解能力的影响。它还旨在检查学生使用播客作为学习工具的动机。为此，选择了两组，一个实验组和一个对照组（每组n  = 30）。首先，学生的同质性通过前测中的 Kolmogorov-Smirnov 正态性检验和独立样本t检验进行检验。接下来，独立样本t-test 用于比较实验组和对照组之间收听播客的效果。根据后测分数的结果，两组的平均分有显着差异，实验组的平均分多于对照组。然后，使用描述性统计来找出实验组的学生是否因听播客而受到激励。根据结果​​，动机问卷的整体观点表明参与者对播客作用的看法为正数。总体而言，学生们同意播客的积极作用，不同意其消极作用。然而，他们报告了关于播客在减轻他们对评估的担忧方面的作用的中立意见，