German language beginner learners faced difficulties in learning the listening skill, such as limitation in vocabulary knowledge, the pace of oral L2 input, and the lack of listening materials. Because of those, learners' learning results are not optimal. Learners are pushed to use learning strategies and get more listening practices. Metacognitive strategies can help learners in improving their listening skill. Educators tend to integrate technology in their classroom, for instance, the use of podcasts in the context of language learning. Podcasts, beneficial tool to give supplemental materials, can help learners to improve their listening skill and also help learners to acquire the target language (L2). This paper examines whether metacognitive instruction and the use of supplemental material that can promote the listening skill of German learners. This is a quasi-experimental research with five weeks of the intervention program. The questionnaire and the language test were used. The data were analysed with statistic descriptive and t-test. The results showed experimental group learning results increasing, however, t-test results showed that there is no significant difference between learning results between control and experimental groups. It can be concluded that metacognitive strategies and podcast use can help the experimental group improving their listening skill.

Technology and the internet affect the teaching of second/foreign language (L2). Podcasts have emerged as prominent tools for L2 extensive listening exercises. Data from several studies suggest that podcasts can be used in L2 learning to help learners improve their listening and speaking skills and promote intercultural comprehension ([1]; [2]). In addition, several attempts have been made to examine the perception and attitudes of L2 learners toward the use of podcasts. The results show that L2 learners perceive podcasts as a useful tool. They are very interested and motivated to learn using podcasts [3]; [4]. Most studies have concentrated on the perceptions and attitudes of L2 learners toward the use of podcasts, and only a few have investigated this topic from L2 teachers' perspectives.This paper provides an overview of L2 teachers' perceptions and attitudes toward the use of podcasts in teaching German as a foreign language. Data were collected using a questionnaire. The results revealed that more than half of the participants (77.8% (N=27)) knew about podcasts, while almost two-thirds of the participants (63% (N=27)) reported that they have never used podcasts when teaching the German language. Majority of the participants agreed that podcasts can be used in German language teaching, especially to improve listening skills. Podcasts make foreign language teaching and learning more interesting. However, there are also some drawbacks such as difficulty in finding suitable podcasts that can complement specific levels of teaching materials.

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