Learners’ and Teachers’ Perspectives on How Intercultural Podcasts Enhance Identity Awareness in EFL Contexts

Abstract

This research explores how both students and teachers perceive the influence of intercultural podcasts on fostering identity awareness among learners of English as a Foreign Language (EFL). In an era marked by increasing global interconnectedness, developing intercultural understanding and a reflective sense of identity has become essential within language education. Podcasts, recognized for their authenticity, accessibility, and diversity of cultural content, expose learners to multiple viewpoints, potentially shaping their understanding of their own identities as well as others’. To gain a fuller picture of these perceptions, the study employs a mixed-methods design. Data were collected through a structured questionnaire administered to (30) EFL students from various academic levels and through interviews conducted with 8 English language teachers at the Department of English, Abbes Laghrour University, Khenchela. Results reveal generally positive perceptions of intercultural podcast use. Students noted improvements in motivation, participation, and personal reflection about cultural and linguistic identity. Teachers highlighted podcasts as valuable tools for encouraging critical thinking and promoting intercultural dialogue, while also noting difficulties related to choosing suitable content and integrating it effectively into lessons. Overall, the study suggests that intercultural podcasts can play a meaningful role in enhancing identity development and language learning. The paper concludes with recommendations for structured incorporation of podcasts to support learners’ intercultural awareness and overall educational development.