In the modern digital era, utilizing technology outside the classroom has become
highly important to help university students develop strong communication skills.
However, traditional classrooms often lack authentic verbal examples, creating a
gap where students struggle to master the natural speech nuance required for
formal presentations. This study aimed to explore students' voices on using
podcasts as a supplementary learning tool and to identify which specific linguistic
aspects are most supported by this digital media for Academic Speaking. A
qualitative case study design was employed, initially involving ten university
students from the English Education Department who were selected as samples
based on established criteria. From these ten respondents, five participants were
chosen for semi-structured interviews to represent each scale of the most frequent
questionnaire responses. Data were gathered through a close-ended questionnaire
and these semi-structured interviews. The main findings regarding students' voices
showed a complete positive consensus, proving that podcasts offer excellent
technical flexibility, lower speaking anxiety, and provide a strong role-model
effect that traditional textbooks lack. Furthermore, the statistical calculation of the
language features revealed a clear support hierarchy across a total weighted score
of 156 points, ordered as follows: (1) Pronunciation at 23.7%, (2) Comprehension
at 21.2%, (3) Fluency at 19.2%, (4) Vocabulary at 17.9%, and (5) Grammar at
17.9%. In conclusion, while podcasts are exceptionally powerful for developing
auditory-based skills through imitation and visual context, they remain
structurally limited in automatically enhancing technical grammar and formal
academic terms. Therefore, students need clear guidance to balance their casual
listening habits with academic channels to achieve total oral precision.

Keywords: Academic Speaking, Authentic Materials, Linguistic Aspects,
Podcasts, and Supplementary Learning Tool.