Exploring EFL Learners' Motivation in Listening Ability: A Qualitative Study of Learning Experiences Using Spotify Podcasts

Putri, Silbila Enova Qhoirulita (2026) Exploring EFL Learners' Motivation in Listening Ability: A Qualitative Study of Learning Experiences Using Spotify Podcasts. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

In recent years, Spotify podcasts have become one of the digital learning media frequently used in EFL listening learning because they provide authentic listening materials and flexible learning opportunities. Previous studies have mainly focused on the effectiveness of Spotify podcasts in improving listening comprehension, vocabulary, and student engagement. However, limited studies have explored learners’ learning experiences during podcast-assisted listening learning, particularly how learners’ motivation is gradually shaped through their learning experiences while using Spotify podcasts for listening comprehension. Therefore, this study aimed to explore EFL learners’ learning experiences in using Spotify podcasts for listening comprehension and to examine how learners’ motivation was shaped through their learning experiences during podcast-assisted listening learning. This study employed a phenomenological qualitative research design because it focused on exploring learners experiences and motivation in depth. The participants consisted of ten college student were selected through a screening questionnaire and consisted of EFL learners who actively used Spotify podcasts for learning listening comprehension. The data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that EFL learners experienced a gradual learning process while using Spotify podcasts for listening comprehension, reflecting the experiential learning process proposed by Kolb (1984). Learners experienced several learning processes, including struggling phase, gradual understanding, adaptation to listening, and breakthrough experience during podcast-assisted listening learning. During the learning process, learners also experienced various emotional responses such as confusion, frustration, nervousness, low confidence, enjoyment, and confidence growth. In addition, learners developed various listening strategies to overcome listening difficulties, including replaying podcasts, using subtitles, taking vocabulary notes, selecting interesting topics, and adjusting podcast difficulty levels according to their listening abilities. Furthermore, learners’ motivation was gradually shaped through their learning experiences, including initial motivation uncertainty, motivation through small progress, and dynamic motivation during podcast-assisted listening learning, reflecting Dörnyei’s (2009) concept of L2 Learning Experience, which emphasizes the role of learning experiences in shaping learners’ motivation. Along with these experiences, learners gradually developed self- directed learning habits and began applying vocabulary, pronunciation, and English expressions gained from podcasts into their academic activities and daily communication. In conclusion, this study showed that Spotify podcasts provided meaningful learning experiences for EFL learners in learning listening ability. These findings indicate that Spotify podcasts can support authentic, flexible, and self-directed listening learning while gradually shaping learners’ motivation through their learning experiences.

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