Podcasting Proficiency: A Mixed-Methods Study on the Efficacy of Audio-Based Interventions in Fostering English Modal Verb Mastery among Iranian EFL Learners

Alipour Kakroudi, Somaiyeh; Taghipour Bazargani, Davood; Ahangari, Saeideh

doi:10.22080/iselt.2026.31020.1160

Podcasting Proficiency: A Mixed-Methods Study on the Efficacy of Audio-Based Interventions in Fostering English Modal Verb Mastery among Iranian EFL Learners

Document Type : Original Article

Authors

¹ Department of English Language Teaching, Sara.C., Islamic Azad University, Sarab, Iran

² Assistant professor, Department of English Language Teaching, Ra.C., Islamic Azad University, Rasht, Iran

³ Department of English Language, Ta.C., Islamic Azad University, Tabriz, Iran

10.22080/iselt.2026.31020.1160

Abstract

The usefulness of teaching English modal verbs (EMVs) to foreign learners through educational podcasts is examined in this study. The design of the study was quasi-experimental with a pre-test, post-test, and control group. The Oxford Quick Placement Test was used to ensure homogeneity among the 75 initial EFL students at Islamic Azad University in Rasht. As a result, fifty learners were chosen and randomly assigned to one experimental group (n = 25) and one control group (n = 25). While the control group used conventional paper-and-pencil drills, the experimental group was trained on EMVs through podcast episodes. The groups completed EMV pre-tests and post-tests. The podcasts considerably increased EFL learners' EMV knowledge according to statistical analysis of the results. Instead of clearly outlining grammar rules, the podcasts organically incorporated EMVs into conversation, making the learning process more interesting. Additionally, attitudes of students were evaluated through interviews. Thematic analysis of semi-structured interviews highlighted positive attitudes toward the accessibility, authenticity, and flexibility of podcasts, with learners reporting enhanced vocabulary, listening, and pronunciation, as well as reduced anxiety. Limitations included a lack of visual aids and interactivity. These findings advocate for integrating podcasts with balanced activities in EFL curricula to enhance grammar learning. The pedagogical implications have been discussed.

Keywords

Main Subjects

Copyright © 2026 The Author(s). Published by the Faculty of Persian Literature and Foreign Languages at the University of Mazandaran. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) license.

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