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Project-Based English Learning (PBEL) in teaching has resulted in numerous positive outcomes, including students’ improved language abilities and increased content knowledge (Stoller, 2006) 17 . This e-commerce English course has a specific purpose, which is to offer learners more convenient instruction through ubiquitously podcasting instructions. The purpose of this study is to investigate if students using podcasting instruction perform differently on knowledge tests than students who receive traditional instruction. Additionally, demographic variables relating to performance on e-commerce knowledge tests when using podcasting instruction will be examined. A quasi-experimental, nonequivalent control group pre-test/ post-test design was used in this study. The data indicated that podcast learning can indeed improve the learner’s performance. The results also showed that gender was not found to significantly impact learners’ performance; however, socio-economic status and daily Internet usage were found to have a significant impact. In the future, if teaching can integrate podcasting adequately, podcasting can aid students in more effective learning.

Investigating Demographic Variables Of Learners Learning Performance Toward Ubiquitously Podcasting In Project Based English Learning