Innovation in Language Learning

This qualitative study investigates the integration of podcasts into university-level Arabic language curricula, moving beyond their conventional use as a listening comprehension tool. The research employs a phenomenological design, utilizing semi-structured interviews with 20 students to capture rich, experiential data on learner perceptions. The participants are native speakers enrolled in non-Arabic majors, which highlights how podcast-based pedagogy can serve students who are not specialized in Arabic language or literature programs. The data is analyzed through a theoretical lens guided by Bem's Self-Perception Theory, which posits that individuals understand their own attitudes and motivations by observing their own behavior. This framework is used to interpret how the act of engaging with and creating podcast content shapes students' attitudes towards Arabic learning, their sense of autonomy, and their affiliation with the language community. Preliminary findings indicate that podcast integration significantly enhances learner engagement and self-efficacy, while also fostering collaborative learning and cultural awareness. The study concludes that a pedagogically structured use of podcasts, informed by Self-Perception Theory, offers a powerful means to foster motivation, digital literacy, and a stronger learner identity in tertiary Arabic language education.