DESIGNING PODCAST-BASED LISTENING TASKS FOR STUDENTS IN KARAKALPAKSTAN

Abstract

This study investigates the effectiveness of designing podcast-based listening tasks for students in Karakalpakstan. In particular, it focuses on how structured tasks at pre-, while-, and post-listening stages enhance listening comprehension, engagement, and learner autonomy. A quasi-experimental design was employed, involving an experimental group exposed to podcast-based instruction and a control group receiving traditional listening practice. The findings reveal that the experimental group demonstrated significantly higher improvement in understanding main ideas, identifying details, and interpreting meaning. Moreover, students reported increased motivation and confidence when working with authentic podcast materials. Therefore, the study emphasizes that not only the use of podcasts but also the quality of task design plays a crucial role in improving listening skills in EFL contexts.