The Effects of Podcast-Based Shadowing Activities in a University General English Course on Listening Skills and Affective Factors

This study aimed to investigate the effects of podcast-based shadowing activities in a university general English course on college students’ listening proficiency and affective factors. A total of 135 first-year university students (N = 135) participated in a 15-week shadowing program using podcasts. Listening proficiency was measured through pre- and post-tests with parallel forms, and listening anxiety and other affective factors were assessed using questionnaires. Paired-samples t-tests were conducted to analyze the data. The results indicated that the podcast shadowing activities had a statistically significant positive effect on students’ listening skills and also led to improvements in affective factors. However, no statistically significant difference was found in reducing listening anxiety. These findings suggest that shadowing, when combined with authentic input and repeated oral practice, can be an effective instructional strategy for enhancing listening skills and promoting affective engagement in EFL contexts.