Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025)

Abstract

This study presents a systematic review (SR) of the author’s research published between 2010 and 2025 on the use of instructional videos and podcasts in English language teaching for both general and specific purposes. The corpus consists of eighteen studies that were categorized into eight thematic clusters: AI generated instructional videos; oral skills development (pronunciation, listening, and speaking videos and podcasts); reading skill enhancement; ESP instructional videos across medical, engineering, and professional domains; grammar practice through podcasts; cultural learning through news and cultural podcasts; multi-skills video lessons and delivering content via live video streaming. A distinctive feature of this SR is that it is author bounded, which is a rare longitudinal synthesis of a coherent research program covering fifteen years. Unlike prior SRs that aggregate unrelated studies, this review traces the evolution of multimodal pedagogy, videos, podcasts, AI generated narration, and ESP animations, within a single, consistent instructional framework. This unique perspective provides an integrated account of how digital resources were conceptualized, implemented, and refined across multiple language learning contexts. Results across clusters showed that instructional videos and podcasts consistently enhanced learners’ comprehension, pronunciation accuracy, vocabulary development, and engagement with authentic language input. Studies on pronunciation demonstrated the effectiveness of multimodal explanations, visual cues, and repeated exposure to connected speech phenomena. The studies highlighted the role of structured pre , while , and post viewing tasks in improving comprehension of normal native speech, discourse organization, and inferencing. Reading videos supported background knowledge activation, visualization, and integration of multimodal cues. Animations, narrated demonstrations, and domain specific videos facilitated comprehension of technical terminology and complex processes. Grammar and cultural podcasts provided accessible, mobile, and self paced learning opportunities that increased learner autonomy and retention. The SR highlights the importance of multimodal scaffolding, the value of authentic and semi authentic input, and the need for alignment between video/podcast content and learning outcomes. The study recommends the systematic integration of videos and podcasts into curricula, instructor training in multimodal pedagogy. Comparative studies across modalities, longitudinal investigations of learner autonomy, and exploration of emerging technologies such as interactive video platforms, and podcast systems and AI-generated video content are still open for further investigation in the future.