ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 753 CRAFTING A SURVEY INSTRUMENT FOR EDUCATIONAL PODCASTS: INTEGRATING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING ENHANCEMENT Rita Inderawati English Education Study Program, Faculty of Teacher Training & Education, Universitas Sriwijaya, Palembang E-mail: rita_inderawati@fkip.unsri.ac.id APA sCitation: Inderawati, R. (2024). Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement. sEnglish sReview: sJournal sof sEnglish sEducation, s12(2), 753-764. https://doi.org/10.25134/erjee.v12i2.9977 Received: 24-02-2024 Accepted: 28-04-2024 Published: 30-06-2024 Abstract: In the digital age, the incorporation of technology into education is pivotal for enhancing learning experiences. Among various technological tools, podcasts have gained prominence due to their engaging and accessible format. This study aims to develop a valid and reliable questionnaire to assess students' perceptions of creating educational podcasts within the context of English language teaching (ELT). The research identifies four key aspects of podcast creation and develops a 60-statement instrument to evaluate these areas. The questionnaire underwent validation by English language education experts, resulting in its affirmation as a valid tool. The study highlights the potential of educational podcasts to improve communication skills, foster student engagement, and enhance collaborative learning. The validated instrument provides a comprehensive framework for educators and researchers to gauge the effectiveness of integrating technology into ELT through podcasting. The findings emphasize the importance of continuous innovation in educational practices to meet the dynamic needs of students and leverage technology to improve learning outcomes. Keywords: educational podcast; ELT; Survey instrument; validation; technology integration. INTRODUCTION With the rapid and cross-border movement of information and knowledge in the age of globalisation, education is under pressure to keep up with these advancements. Information technology advancements have reinforced these changes by greatly expanding the scope and accessibility of information (Szymkowiak et al., 2021; Alenezi et al., 2023). Students of today are not constrained by time or location when looking for and acquiring knowledge; neither are they restricted to local resources. The internet, mobile devices, and online platforms are examples of how information technology advancements have made learning more accessible and flexible than before. According to Aithal & Aithal (2023), students can now access learning resources and information from a number of sources at any time and from any location. They can engage in online learning debates, enrol in online courses, and learn using online platforms. With no restrictions on time or location, this flexibility enables students to plan their study schedules in accordance with their own needs and preferences (Alenezi et al., 2023). In the modern educational landscape, the integration of technology has become increasingly prominent, especially in the field of English language education. The evolving nature of digital technology has significant implications for education, as it offers numerous benefits for both teachers and students. According to Alenezi et al. (2023), integrating digital education in higher education presents both challenges and opportunities. The advancements in technology have expanded the scope and accessibility of information, allowing students to access learning resources from multiple sources at any time and place (Aithal & Aithal, 2023). Information technology advancements have made learning more accessible and flexible than ever before. Students can engage in online learning debates, enroll in online courses, and use online platforms to enhance their learning experience (Szymkowiak et al., 2021). The flexibility provided by technology enables students to plan their study schedules according to their own needs and preferences (Alenezi et al., 2023). However, with these technological advances come new challenges for educational institutions. They must adapt to these changes and utilize them effectively to improve the quality of learning. Innovation in the use of technology is essential to maintain the relevance of education and meet the increasingly diverse and dynamic needs of students (Haleem et al., 2022). According to Wang et al. (2023), the application of artificial Rita Inderawati Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement 754 intelligence (AI) and other digital technologies in education has the potential to transform teaching strategies and enhance learning outcomes. One technology that is increasingly popular in the educational context is podcasts. According to Besser et al. (2022), educational podcasts feature an engaging and easily accessible format, allowing students to listen to or download learning materials whenever and wherever they are. This brings significant advantages in overcoming geographical and time constraints in learning, allowing students to learn independently and flexibly. Podcasts have been recognized as a valuable tool for facilitating knowledge acquisition and enhancing learning experiences (Kiernan et al., 2023). Creating educational podcasts offers a unique opportunity for students to play an active role in the learning process. Students become not only passive listeners but also content producers, allowing them to express their ideas, collaborate with fellow students, and produce meaningful and relevant learning materials (Hall & Jones, 2023). This active involvement can increase student engagement in the learning process, strengthen their understanding of the material, and develop their critical and creative skills (Ramirez, 2024). Despite the recognized potential of educational podcasts in enhancing learning, there is little in- depth research into the dynamics involved in the process of creating educational podcasts, especially when involving teacher candidates as content producers (Hall & Jones, 2023). Over the past few years, English Education students at FKIP Sriwijaya University have engaged in innovative language learning by creating and recording podcast scripts as part of their lecture curriculum. In a team-based project model, each group was assigned to discuss different lecture materials, spanning from the beginning to the end of the semester. The courses presented in podcast form included Paragraph Writing, Essay Writing, Article Writing, Literature in ELT, and Creative Writing. The lecturer provided a script template to guide the groups, ensuring the podcasts contained relevant and appropriate information. This allowed students creative freedom within a structured framework. Previous studies have highlighted the benefits of podcasting, such as increased flexibility and accessibility in learning (Ayu, 2020; Akram et al., 2022), and the role of technology in fostering engagement and motivation (Dayagbil et al., 2021; Han & Geng, 2023). However, understanding the factors that influence preservice teachers' involvement in the process of creating educational podcasts and their perspectives is crucial for identifying effective strategies to support and encourage the use of this technology in education. Integrating technology in English language learning is essential to improve the quality of education and the relevance of the curriculum to the demands of the times. Technology allows teachers to create interesting and dynamic learning environments, expanding access to learning resources and facilitating more active interaction between teachers and students (Ferdiansyah et al., 2023; Haleem, 2023). Various educational applications and software enable teachers to create engaging and interactive learning activities, which can increase student involvement and motivation (Rusmiyanto et al., 2023; Peng et al., 2023). Collaborative podcast creation has become an innovative method in improving students' communication skills in English learning. By working together to plan, record, and edit podcasts, students can enhance their speaking and listening skills, as well as their collaborative and problem-solving abilities (Suseno, 2024; Ramirez, 2024). This collaborative approach also helps students develop interpersonal communication skills, allowing them to share ideas, negotiate, and respect others' viewpoints (Saeedakhtar et al., 2021; Lazareva & Tømte, 2024). However, creating collaborative podcasts also presents challenges. Coordinating time and effort among team members, managing technical issues, and resolving conflicts can be difficult (Gaston & Havard, 2024; Pena & Cassany, 2024). Despite these challenges, the benefits of podcast collaboration, such as improved communication skills, teamwork, and professional and social network expansion, far outweigh the difficulties (Killean & Summerville, 2020; Besser et al., 2022). The integration of technology in English language teaching through collaborative podcast projects is effective and beneficial. It enhances communication skills, fosters teamwork, and enriches educational practices. By addressing the identified challenges and leveraging the benefits, educators can create more engaging, effective, and inclusive learning environments that cater to diverse student needs and prepare them for future academic and professional success (Navrouzoglou et al., 2024; Mutua et al., 2024). ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 755 METHOD This study used a qualitative methodology to develop and validate a questionnaire for assessing students' perceptions of instructional podcast creation in English language teaching (ELT) (Creswell & Creswell, 2018). Based on a comprehensive literature review (Aithal & Aithal, 2023; Alenezi et al., 2023), sixty statements were formulated and categorized into four distinct parts. The first part, "Using Technology to Enhance English Language Teaching," explores the integration of various technological tools and platforms to facilitate and improve the learning and teaching process in English language classrooms. The second part, "Creating Podcasts Together to Improve Communication Skills," focuses on the collaborative creation of podcasts as a means to enhance students' communication abilities, emphasizing the practical application of language skills in a real-world context. The third part, "The Mechanisms of Teamwork in Podcast Production," delves into the dynamics and strategies of effective teamwork required during the podcast production process, highlighting roles, responsibilities, and the collaborative nature of content creation. Lastly, the fourth part, "Difficulties and Advantages of Working Together on Podcasts," discusses the challenges and benefits encountered in the collaborative podcasting endeavor, providing insights into problem-solving, mutual support, and the overall impact on language learning and team cohesion. A panel of experts in ELT and educational technology reviewed the initial statements for clarity and relevance. Their feedback helped refine the questionnaire, ensuring its content validity (Bui, 2022; Hall & Jones, 2023). The revised questionnaire underwent qualitative analysis to confirm its validity and reliability (Miles, Huberman, & Saldaña, 2014). This process ensured that each statement effectively captured the intended aspects of podcast creation. The questionnaire employed a quantitative scoring system that classified responses into three categories. The first category, "Inappropriate (I)," encompassed scores ranging from 3 to 46, indicating a low level of appropriateness in the responses. The second category, "Moderate (M)," included scores from 47 to 90, representing a moderate level of appropriateness. The highest category, "Appropriate (A)," comprised scores between 91 and 135, reflecting a high level of appropriateness in the responses. This scoring system allowed for a clear and structured evaluation of the participants' responses across the various statements. This system provided a structured framework for evaluating responses (Vainieri et al., 2023). Data were collected using the validated questionnaire from students involved in podcast creation. Responses were analyzed to identify trends, strengths, and challenges in the process (Miles et al., 2014). The findings offer insights into integrating technology in ELT through podcasting. The validated questionnaire is a reliable tool for educators and researchers to assess and improve educational practices involving instructional podcasts (Ramirez, 2024; Enriquez et al., 2023). RESULTS AND DISCUSSION Integrating technology in English language teaching In today's rapidly evolving educational landscape, integrating technology is crucial, especially in English language education. Digital technology offers numerous benefits, such as broadening communication skills and enhancing student engagement (Wang et al., 2022; Mdhlalose & Mlambo, 2023). With digital tools, students can access a world of information and resources without leaving their desks, making learning more flexible and dynamic. This shift necessitates a deeper understanding of how technology can be effectively integrated into English language teaching to maximize its benefits. Table 1. Integration technology in English language teaching No Statement Expert 1 Expert 2 Expert 3 Total 1 Integrating technology enhances the effectiveness of English language education. 3 3 3 9 2 I am comfortable with using technology in your English language teaching practices. 3 3 2 8 3 The usefulness of technology in improving students' language skills. 3 3 2 8 4 I am confident in incorporating technology into various aspects of English language education (e.g., lesson planning, instructional delivery, assessment). 3 2 2 7 Rita Inderawati Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement 756 5 I often use technology-based resources (e.g., educational apps, online platforms, multimedia content) in my English language teaching. 3 3 3 9 6 I am familiar with different types of educational technology tools and platforms relevant to English language education. 2 2 3 7 7 I believe technology can facilitate differentiated instruction and cater to diverse learning needs in English language classrooms. 3 3 3 9 8 I believe that the role of technology in promoting student engagement and motivation in English language learning. 3 3 3 9 9 I believe that technology integration aligns with the goals and objectives of the English language education curriculum at my study program. 3 3 3 9 10 I am ready to adapt to emerging educational technologies and innovations in English language teaching. 3 2 3 8 11 Integrating technology enhances student engagement and participation in English language learning. 3 3 3 9 12 Technology integration facilitates personalized learning experiences tailored to individual student needs in English language education. 3 3 3 9 13 Utilizing technology enhances the authenticity and relevance of learning materials and resources in English language education. 3 3 3 9 14 Integrating technology promotes active and collaborative learning environments conducive to English language acquisition. 2 3 3 8 15 Technology-enhanced instruction improves students' motivation and enthusiasm for learning English language skills. 3 2 3 8 Total 126 Survey items in this study reveal educators' positive perceptions of technology's role in English language teaching. One key finding is the general agreement that technology enhances the effectiveness of English language education. This perception underscores the potential of digital tools to improve instructional methods and learning outcomes. The integration of digital media has become a crucial focus in responding to students' needs for broader and contextual communication skills, making lessons more engaging and relevant (Kieu et al., 2021). Another significant aspect investigated is educators' comfort levels with using technology in their teaching practices. Comfort with technology can greatly influence its incorporation into instructional strategies. Educators who are more at ease with technology are likely to explore innovative teaching methods and tools, thereby enriching the learning experience. This is supported by findings that indicate a high level of comfort among educators in utilizing technology for lesson planning, instructional delivery, and assessment (Dyhrkopp, 2021; Enriquez et al., 2023). The survey also highlights the perceived usefulness of technology in enhancing students' language skills across reading, writing, listening, and speaking. Positive perceptions in this area indicate a recognition of technology's potential to improve language learning experiences. The integration of Information and Communication Technology (ICT) and learner-centered teaching strategies is crucial for enhancing engagement and motivation, which are often lacking in traditional approaches (Martínez-Gautier, 2021). Further, the study explores educators' confidence in incorporating technology into various aspects of English language education. This includes not only lesson planning and instructional delivery but also assessment practices. Higher levels of confidence in using technology correlate with its greater integration into teaching methodologies, facilitating more effective and innovative educational practices. Educators' competence and motivation to use digital technologies are key determinants in their adoption and effective use in the classroom (Bui, 2022). In summary, the integration of technology holds immense potential to enhance the effectiveness and engagement of English language education. Understanding educators' perspectives and experiences through survey responses provides valuable insights into the opportunities and challenges associated with technology integration. These findings emphasize the importance of continuous investment in technological resources and training to further enrich the English language teaching (ELT) landscape, paving the way for more innovative and effective teaching practices (Zhang, 2022). ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 757 Collaborative creation of podcasts for communication skills In the ever-growing field of English education, technology plays a key role in improving students' communication skills. One innovative method gaining popularity is the collaborative creation of podcasts. This project allows students to work together to plan, record, and edit podcasts on various English topics, fostering teamwork and enhancing communication skills (Enriquez et al., 2023). Collaborative podcast creation offers a dynamic approach to learning, enabling students to engage actively in the process. Tabel 2. Collaborative creation of podcasts for communication skills No Statement Expert 1 Expert 2 Expert 3 Total 1 My communication skills were good enough before participating in collaborative podcast creation. 3 3 3 9 2 My communication skills increased after participating in collaborative podcast creation. 3 3 3 9 3 Participating in collaborative podcast creation has improved my communication skills. 3 3 3 9 4 I am able to articulate ideas and information clearly and effectively during collaborative podcast creation. 3 3 3 9 5 I am confident to actively listen and respond to others’ ideas and perspectives during collaborative podcast creation. 3 3 3 9 6 I can use verbal and nonverbal communication techniques to convey messages effectively in collaborative podcast projects. 3 3 3 9 7 Participating in collaborative podcast creation has enhanced my ability to collaborate and work effectively in a team. 3 3 3 9 8 I believe collaborative podcast creation has helped me develop skills in constructive feedback and peer evaluation. 2 3 3 8 9 I am able to adapt communication strategies and techniques to suit different audience preferences and needs during collaborative podcast creation. 3 3 3 9 10 Participating in collaborative podcast creation has improved my ability to express ideas and concepts in a concise and coherent manner. 3 3 3 9 11 Collaborative podcast creation enhances my ability to articulate ideas and information effectively. 3 3 3 9 12 Working on podcast projects collaboratively improves my active listening skills. 3 3 3 9 13 Collaborative podcast creation fosters teamwork and cooperation among students. 3 3 3 9 14 Engaging in collaborative podcast projects enhances my ability to provide and receive constructive feedback. 3 3 3 9 15 Collaborative podcast creation improves my proficiency in adapting communication strategies to suit different audience preferences. 3 3 3 9 Total 134 Initially, evaluating students' communication skills before engaging in podcast creation provides a baseline for measuring progress. This assessment helps students understand their strengths and areas for improvement in conveying ideas. The collaborative nature of podcast projects offers a real-world context for practicing communication skills, which can significantly enhance students' abilities (Zheng, 2024). Active participation in creating podcasts allows students to pitch ideas, discuss with teammates, and collaborate on editing, leading to noticeable improvements in their communication abilities. The hands-on experience of working on a podcast project provides students with opportunities to refine their skills in articulating ideas, listening actively, and responding to peers. This process helps students develop a deeper understanding of effective communication in various contexts (Yeh et al., 2021). The development of communication skills is further reinforced through the process of giving and receiving constructive feedback. In a collaborative environment, students learn to provide helpful feedback and accept suggestions openly, which improves their ability to deliver Rita Inderawati Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement 758 messages clearly and enhances their active listening skills. This aspect of collaboration is crucial for developing a cooperative attitude and strengthening interpersonal relationships in a learning environment (Sotlikova & Haerazi, 2023). Reflection on the collaboration process allows students to assess their progress in communication skills. From conveying ideas clearly to adapting to different audience preferences, the experience of collaborative podcast creation provides students with opportunities to hone their skills. This reflection helps students recognize the value of effective communication and teamwork in achieving common goals (Zheng, 2024). Collaboration in creating podcasts not only improves students' communication skills but also strengthens their teamwork abilities, capacity to give and receive feedback, and cooperative attitudes. The findings from the survey underscore the benefits of collaborative podcast creation, with high scores indicating significant improvements in communication skills. These insights emphasize the importance of incorporating collaborative podcast projects into educational practices to foster better communication skills, teamwork, and adaptability. This approach offers a valuable tool for educators to enrich their teaching methods and enhance student learning experiences (Ferrer et al., 2019). Dynamics of collaboration in podcast creation Collaboration plays a pivotal role in the creation of podcasts, particularly in the context of educational endeavors. This section investigates the dynamics of collaboration within podcast creation teams, assessing various aspects of teamwork, communication, conflict resolution, and overall satisfaction. Effective collaboration is essential for producing high-quality podcasts that enhance the learning experience (Ramirez, 2024). Table 3. Dynamics of collaboration in podcast creation No Statement Expert 1 Expert 2 Expert 3 Total 1 Communication among team members is effective during the podcast creation process. 3 3 3 9 2 I think cooperation and teamwork within my podcast creation team is good. 3 3 3 9 3 Conflicts or disagreements often happen within my podcast creation team. 3 3 3 9 4 I believe that trust and mutual respect among team members happen during the podcast creation process. 3 3 3 9 5 I believe that roles and responsibilities were defined and distributed within my podcast creation team. 3 3 3 9 6 The creativity and innovation demonstrated by my podcast creation team in developing content and presentation styles. 3 3 3 9 7 Team members provide support and assistance to one another during the podcast creation process. 3 3 3 9 8 Decision-making processes within my podcast creation team are effective. 3 3 3 9 9 My podcast creation team manage time and meet deadlines throughout the project. 3 3 3 9 10 The overall satisfaction of team members with the collaborative process and outcomes of the podcast creation project are good. 3 3 3 9 11 Effective communication among team members was crucial for the success of the podcast creation project. 3 3 3 9 12 Team members actively contribute their ideas and expertise during the podcast creation process. 3 3 3 9 13 Collaborative decision-making is a key aspect of the podcast creation team's dynamics. 3 3 3 9 14 Conflicts or disagreements within the team are resolved constructively to maintain project progress. 3 3 3 9 15 Each team member felt valued and appreciated for their contributions to the podcast creation project. 3 3 3 9 Total 129 ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 759 The effectiveness of communication among team members during the podcast creation process is a cornerstone for successful collaboration. Clear, open, and frequent communication ensures that all team members are informed and aligned with project goals. Effective communication fosters a collaborative environment where ideas can be exchanged freely, contributing to the overall success of the project (Enriquez et al., 2023). Cooperation and teamwork within the podcast creation team are also critical. Active engagement, idea-sharing, and mutual support are key components of successful teamwork. The survey findings highlight the importance of fostering an environment of mutual encouragement and collaboration, which enhances the overall productivity and creativity of the team (Ramirez, 2024). Conflict resolution is another crucial aspect of collaboration dynamics. Constructive mechanisms for resolving conflicts and disagreements within the team are indicative of a healthy team dynamic. Addressing differing opinions in a manner that promotes growth and progress rather than discord is essential for maintaining a positive collaborative environment (Ferrer et al., 2019). Trust and mutual respect among team members are fundamental to effective collaboration. Trust allows team members to rely on each other's abilities and judgment, while mutual respect ensures that everyone feels valued and appreciated for their contributions. These elements are crucial for fostering a conducive environment for creativity and innovation (Navacikova, 2021). Clear roles and responsibilities within the podcast creation team are essential for minimizing confusion and enhancing productivity. Defining and distributing roles ensure that each team member understands their responsibilities, contributing to the overall efficiency of the project. Creativity and innovation in developing podcast content and presentation styles are also critical for engaging the audience effectively (Saeedakhtar et al., 2021). In summary, the dynamics of collaboration in podcast creation encompass a multifaceted interplay of communication, cooperation, conflict resolution, trust, creativity, support, decision- making, time management, and satisfaction. Evaluating these dynamics helps teams identify strengths, address weaknesses, and enhance their collaborative efforts to achieve successful outcomes in podcast creation endeavors. Effective collaboration dynamics lead to more productive and successful podcast creation, enriching the learning experiences of students and promoting collective achievement in educational settings (Yet et al., 2021). Navigating the challenges and embracing the benefits of podcast collaboration Collaborating on podcast projects presents unique challenges and benefits that shape the collaborative process and influence project outcomes. This section explores the dynamic interplay between these challenges and benefits as perceived by team members engaged in podcast collaboration. Understanding these factors is crucial for improving collaborative practices and enhancing the educational value of podcast projects (Ramirez, 2024). Table 4. Challenges and benefits of podcast collaboration No Statement Expert 1 Expert 2 Expert 3 Total 1 The level of challenge I experienced in collaborating on podcast projects is high. 2 3 3 8 2 The main challenges we faced while collaborating on podcast projects were communicating effectively, scheduling recording sessions, managing different ideas and opinions, and ensuring consistent quality and style. 3 3 3 9 3 I experienced benefits from collaborating on podcast projects. 3 3 3 9 4 The level of workload and time commitment required for collaborating on podcast projects were huge. 3 3 3 9 5 The most significant technical challenges we faced while collaborating on podcast projects were dealing with audio equipment problems, making sure everything worked together smoothly, keeping our files organized, and managing internet connection. 3 2 3 8 6 Coordinating schedules and managing communication among team members during podcast projects are very difficult. 3 3 3 9 Rita Inderawati Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement 760 7 The key interpersonal challenges we experienced while collaborating on podcast projects were keeping communication clear, resolving conflicts, adjusting to different personalities and ways of working. 3 2 3 8 8 The level of stress and pressure experienced during the collaborative podcast creation process were high. 3 2 3 8 9 I got valuable learning experiences gained from collaborating on podcast projects. 3 3 3 9 10 The level of satisfaction with the quality of the final podcast products created through collaboration is high. 3 3 3 9 11 Effective communication among team members was crucial for the success of the podcast creation project. 3 3 3 9 12 Team members actively contributed their ideas and expertise during the podcast creation process. 3 3 3 9 13 Collaborative decision-making was a key aspect of the podcast creation team's dynamics. 3 2 3 8 14 Technical challenges affected the final quality of the podcast projects. 3 2 3 8 15 The podcast collaboration process has prepared you for future collaborative projects or professional work. 3 3 3 9 Total 129 One significant challenge in podcast collaboration is coordinating schedules and managing communication among team members. Effective teamwork and proactive problem- solving are essential to overcome these obstacles. The restricted capabilities of technological instruments and the erratic nature of energy and internet connectivity can further complicate the collaboration process, frustrating both students and teachers (Ramirez, 2024). Clear communication within the team is crucial for ensuring that everyone is on the same page and working towards common goals. Scheduling recording sessions, managing different ideas and opinions, and maintaining consistent quality and style are significant challenges that require careful coordination and compromise. Despite these challenges, effective communication can greatly enhance the collaborative process (Pena & Cassany, 2024). Collaborating on podcast projects also offers numerous benefits, including enhanced communication skills, the opportunity to learn from one another, and the satisfaction of creating meaningful content together. The process of working on podcasts motivates students, increases their engagement, and enhances their productivity. The experience of creating podcasts helps students develop essential skills that are valuable in both academic and professional settings (Saeedakhtar, 2021). However, these benefits often come with a considerable workload and time commitment. Team members must invest significant time and effort to produce quality podcast content. Technical challenges, such as audio equipment problems, file organization, and internet connectivity issues, can further complicate the collaborative process. Overcoming these challenges requires technical expertise and resourcefulness (Nigmatullina, 2019). Interpersonal challenges, such as maintaining clear communication, resolving conflicts, and adapting to different working styles, also arise during podcast collaboration. Effective communication and interpersonal skills are essential for fostering a positive team dynamic. Despite these challenges, the satisfaction with the final podcast products and the benefits gained from the collaborative process underscore the value of podcast collaboration (Ramirez, 2024). Consequently, navigating the challenges and embracing the benefits of podcast collaboration are essential for achieving successful outcomes. By acknowledging and addressing the challenges while leveraging the benefits, teams can enhance their collaborative efforts and produce high- quality podcast content. These insights highlight the importance of effective communication, teamwork, and conflict resolution in overcoming challenges and achieving successful project outcomes. Educators can create more effective and rewarding collaborative learning experiences by addressing the identified challenges and leveraging the benefits (Ferrer et al., 2019). CONCLUSION Integrating technology into English language teaching has proven to significantly enhance learning experiences by making education more dynamic, engaging, and accessible. The survey results affirm the strong role of digital tools in modern language education, suggesting that ongoing investment in technological resources ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 761 and teacher training is vital for maximizing these benefits. Such integration not only improves teaching effectiveness but also boosts student engagement and learning outcomes. Collaborative podcast creation is an innovative method that significantly enhances students' communication skills and teamwork abilities. By participating in these projects, students not only refine their language skills but also develop critical thinking and problem-solving capabilities. The collaborative process, which involves clear communication, role distribution, trust, and mutual respect, leads to successful outcomes and enriches the educational experience. Despite challenges like scheduling and technical issues, the benefits of enhanced communication skills and teamwork far outweigh the difficulties. The validated survey instrument from this study offers a comprehensive tool for assessing students' perceptions and experiences with educational podcast creation. The findings emphasize the importance of continuous innovation in educational practices to meet students' evolving needs. By integrating technology and fostering collaborative learning environments, educators can create more engaging, effective, and inclusive educational experiences, preparing students for future academic and professional success. These insights provide valuable guidance for future educational practices and research in technology-enhanced collaborative learning. REFERENCES Aithal, S., & Aithal, P. S. (2023). Effects of AI-based ChatGPT on higher education libraries. International Journal of Management, Technology, and Social Sciences (IJMTS), 8(2), 95-108. Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in psychology, 13, 920317. Alenezi, M., Wardat, S., & Akour, M. (2023). The need of integrating digital education in higher education: Challenges and opportunities. Sustainability, 15(6), 4782. Ayu, M. (2020). Online learning: Leading e-learning at higher education. The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language, 7(1), 47-54. Azizi, Z., Namaziandost, E., & Rezai, A. (2022). Potential of podcasting and blogging in cultivating Iranian advanced EFL learners’ reading comprehension. Heliyon, 8(5). Besser, E. D., Blackwell, L. E., & Saenz, M. (2022). Engaging students through educational podcasting: Three stories of implementation. Technology, knowledge and Learning, 27(3), 749-764. Bui, T. H. (2022). English teachers’ integration of digital technologies in the classroom. International Journal of Educational Research Open, 3, 1-15. Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications. Deda, S. H. (2023). Podcasts in EFL: the views of pre- service teachers. European Journal of English Language Teaching, 8(3), 134-158. doi: 10.46827/ejel.v8i3.4902. Dyhrkopp, C. (2021). Technology use in education by students and teachers. Master’s Theses and Capstone Projects. 1 – 32. https://nwcommons.nwciowa.edu/education_ma sters Enriquez, I. G., Cutuli, M. S., & Caceres, O. I. M. (2023). Enhancing collaborative learning in higher education through podcast production: An experiential approach with anthropology and tourism students. Educ. Sci, 13(898), 1-16. https://doi.org/10.3390/ educsci13090898. Ferdiansyah, S., Humairoh, M. F. N., Royani, A., & Marsitoh, R. S. (2023). Incorporating cultural content into English language learning through collaborative podcast series project. On the Horizon: The International Journal of Learning Futures, 31(2), 123-130. Ferrer, I., Lorenzetti, L., & Shaw, J. (2020). Podcasting for social justice: Exploring the potential of experiential and transformative teaching and learning through social work podcasts. Social Work Education, 39(7), 849-865. Gaston, J. P., & Havard, B. (2024). Collaborative video production and middle school student collaboration, engagement, and interest. Journal of Research on Technology in Education, 1-19. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285. Hall, N. M., & Jones, J. M. (2023). Student-produced podcasts as a teaching and learning tool. American Journal of Distance Education, 37(1), 53-65. Hitchcock, L. I., Sage, T., Lynch, M., & Sage, M. (2021). Podcasting as a pedagogical tool for experiential learning in social work education. Journal of Teaching in Social Work, 41(2), 172–191. https://doi.org/10.1080/08841233.2021.189792 3 Izzati, R. F., Wardani, E., & Asriyama, W. F. (2024). The Effect of Dynamic Assessment towards https://doi.org/10.1080/08841233.2021.1897923 https://doi.org/10.1080/08841233.2021.1897923 Rita Inderawati Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement 762 Students' Vocabulary Mastery in Podcast Final Project. LEAD (Language, Education and Development), 3(1), 24-34. Jie, Z., & Sunze, Y. (2023). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 31(5), 2767-2779. Kiernan, M. A., Mitchell, B. G., & Russo, F. L. (2023). The power of podcasts: Exploring the endless possibilities of audio education and information in medicine, healthcare epidemiology, and antimicrobial stewardship. Antimicrobial Stewardship and Healthcare Epidemiology, 3(98), 1–3. doi:10.1017/ash.2023.178 Kieu, V. L., Anh, D. T., Tran, P. D. B., Nga, V. T. T., Ho, P. V.P. (2021). The effectiveness of using technology in learning English. AsiaCALL Online Journal, 12(2), 24-40. https://www.researchgate.net/publication/34911 3280. Killean, R., & Summerville, R. (2020). Creative podcasting as a tool for legal knowledge and skills development. The law teacher, 54(1), 31- 42. Korucu-Kis, S., & Sanal, F. (2020). Bridging In-Class and Out-of-Class Learning through Podcast- Intertwined Collaborative Tasks to Reduce EFL Speaking Anxiety among Higher Proficiency Learners. International Online Journal of Education and Teaching, 7(2), 636-653. Lazareva, A., & Tømte, C. E. (2024). Flexible learning spaces as an arena for developing professional digital competence through small group collaboration. Teachers and Teaching, 1-20. Mdhlalose, D., & Mlambo, G. (2023). Integration of Technology in Education and its Impact on Learning and Teaching. Asian Journal of Education and Social Studies, 47(2), 54 – 63. doi: 10.9734/AJESS/2023/v47i21021. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative Data Analysis: A Methods Sourcebook. Sage Publications. Mutua, D. K., Ong’onda, A. N., & Oketch, O. (2024). Computer and Mobile Assisted Language Learning: Use of Podcasts and Digital Storytelling in Development of Speaking Skills in Upper Primary. European Journal of Science, Innovation and Technology, 4(1), 216-229. Navacikova, D. (2021). Podcast as a (re)discovered genre and dynamically developed media convergence example. Proceedings of ICERI2021 Conference, 9373-9377. https://www.researchgate.net/publication/35643 4197 Navrouzoglou, P., Kushwah, L., & Selvaretnam, G. (2024). Using a Group Podcast and Policy Brief in an Economics Undergraduate Course to Enhance Sustainability Literacy, Communication and Teamwork Skills. In Sustainability in Business Education, Research and Practices (pp. 41-62). Cham: Springer Nature Switzerland. Nigmatullina, A. S. (2019). The benefits of listening to podcasts. Scientific and Technical Journal of Namangan Institute of Engineering and Technology, 1(8), 1-4. https://namdu.researchcommons.org/journal/vol 1/iss8/71. Nishio, T., Fujikake, C., & Osawa, M. (2020). Language learning motivation in collaborative online international learning: An activity theory analysis. Journal of Virtual Exchange, 3, 27-47. Pena, I. A., & Cassany, D. (2024). Student podcasting for foreign language teaching-learning at university. Journal of Technology and Science Education, 14(1), 123 – 141. https://doi.org/10.3926/jotse.2509. Peng, M. Y. P., Xu, Y., & Xu, C. (2023). Enhancing students’ English language learning via M- learning: Integrating technology acceptance model and SOR model. Heliyon, 9(2). Ramirez, M. G. (2024). The Use of Podcasts for Language Learning: A Systematic Review of Literature. International Journal of English Language Studies, 6(1), 47-53. Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The role of artificial intelligence (AI) in developing English language learner's communication skills. Journal on Education, 6(1), 750-757. Saeedakhtar, A., Haqju, R., & Rouhi, A. (2021). The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning. System, 101, 102588. Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. Shahid, C., Gurmani, M. T., Rehman, S. U., & Saif, L. (2023). The role of technology in English language learning in online classes at tertiary level. Journal of Social Sciences Review, 3(2), 232-247. Singer, J. B. (2019). Podcasting as social scholarship: A tool to increase the public impact of scholarship and research. Journal of the Society for Social Work and Research, 10(4), 571–590. https://doi.org/10.1086/706600. Sotlikova, R., & Haerazi. (2023). Students’ perceptions towards the use of podcasts in EFL classroom: A case study at a university of Uzbekistan. Journal of Languages and Language Teaching, 11(3), 461-474. doi: https://doi.org/10.33394/jollt.v%vi%i.8172. Suseno, E. (2024). Using Podcast Material to Modify Foreign Words and Expressions to Improve EFL Learners’ Speaking Abilities. Linguistics Initiative, 4(1), 16-29. Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the https://www.researchgate.net/publication/349113280 https://www.researchgate.net/publication/349113280 https://www.researchgate.net/publication/356434197 https://www.researchgate.net/publication/356434197 https://namdu.researchcommons.org/journal/vol1/iss8/71 https://namdu.researchcommons.org/journal/vol1/iss8/71 https://doi.org/10.3926/jotse.2509 https://doi.org/10.1086/706600 https://doi.org/10.33394/jollt.v%25vi%25i.8172 ENGLISH REVIEW: Journal of English Education p-ISSN 2301-7554, e-ISSN 2541-3643 Volume 12, Issue 2, June 2024 https://journal.uniku.ac.id/index.php/ERJEE 763 internet, and technology in the education of young people. Technology in Society, 65, 101565. Toshpulatova, M., & Ilhomjonova, R. (2023). Teaching and learning English through digital technology. Engineering problems and innovations. Vainieri, I., Thackeray, L., Hillman, S., Perez, A., Roberts , R. & Panagiotopoulou, E. (2023). Evaluating podcasts as a science communication assessment for postgraduate students, Innovations in Education and Teaching International, DOI: 10.1080/14703297.2023.2267047 Wang, T., Lund, B. D., Marengo, A., Pagano, A., Mannuru, N. R., Teel, Z. A., & Pange, J. (2023). Exploring the potential impact of artificial intelligence (AI) on international students in higher education: Generative AI, chatbots, analytics, and international student success. Applied Sciences, 13(11), 6716. Yeh, H. C., Chang, W. Y., Chen, H. Y., & Heng, L. (2021). Effects of podcast-making on college students’ English speaking skills in higher education. Educational Technology Research and Development, 69, 2845-2867. Zhang, W. (2022). The role of technology-based education and teacher professional development in English as a foreign language classes. Frontiers in Psychology, 13, 1-7. https://doi.org/10.3389/fpsyg.2022.910315. Zheng, Y. (2024). The application of cooperative learning theory in college English reading teaching. International Journal of Mathematics and Systems Science, 102-114. https://doi.org/10.3389/fpsyg.2022.910315 Rita Inderawati Crafting a survey instrument for educational podcasts: Integrating technology in English language teaching enhancement 764