This paper investigates the effects of podcast-based learning supported by Notebook Large Language Model (LLM) on English as a foreign language (EFL) motivation in a secondary school setting. Using a true experimental pre-post control group design, 70 students of an Anatolian high school in Konya were randomly assigned to one of the experimental conditions (weekly podcast creation using LLM scaffolding) or the control condition (traditional tasks without media production/LLM) which was content-equated. Motivation was assessed at pre-test and post-test by using the Motivation Towards Language Learning Scale (MTLS). Assumptions of normality and homogeneity were met; missing data were minimal and MCAR. Results showed that there was a large within-group gain for the experimental group (t (35) = 5. 93, p. 001, dᵦ= 1. 33) and a non-significant change for the control group. At post-test, the experimental group was better than the control group (independent t: t (68) =3. 10, p=. 004, d=0. 98) ; an ANCOVA controlling for pre-test supported the group effect. Descriptive gains were greater for intrinsic than extrinsic motivation. Findings are consistent with Dornyei's L2 Motivational Self System and the Self-Determination Theory of motivation and suggest that LLM-supported podcast production offers need-supportive audience-facing practice that has a substantial effect on EFL motivation.
Feyza Nur Ekizer (Tue,) studied this question.