Abstract
The purpose of this research is to improve the conversation comprehension abilities of first-year secondary level students learning English as a Foreign Language via the use of podcasts. The participants in the research are37 first-year secondary-stage female students at secondary level. The research is conducted using a one-group prepost test design. For this purpose, a comprehension abilities exam is given to a group of pupils to assess their listening comprehension abilities before and after the intervention that uses podcasts. Comparison of scores using descriptive statistics shows that the participants' English language conversation comprehension abilities increased greatly and in the absence of any other variable, this is attributed to the podcast-based intervention. Furthermore, the study shows that though all the three conversational micro-skills of the pupils have developed significantly, inferential is the one where the gains are the maximum. Consequently, it can be stated that podcasting is beneficial in improving the listening comprehension abilities of first-year secondary students who are learning English as a foreign language. In terms of how podcasting affects learners' conversation comprehension, one of the most notable benefits of podcasting is that it provides the teacher and learners with a diverse variety of opportunities for additional listening practice within and without the classroom. As a result, the individuals may access real information at any time and from any location in order to improve their conversion comprehension abilities. Furthermore, the teacher has the facility to select short podcasts to ensure that students do not feel bored in the sessions and benefit the maximum from these. Moreover, the instructor might prolong and replicate the lessons outside of the classroom setting.