«given traditional classroom lessons only. To assess the performances in the pre- and post-tests, analytic scoring rubric was used. To answer the research’s questions, a within group two paired samples t-test was computed. In addition, a survey questionnaire was administered to the podcasting group to explore their attitudes towards using podcast instruction to improve writing ability. The results showed that the students in the experimental group scored significantly higher than the control group. There was a significant decrease in spelling, punctuation and capitalization errors. Questionnaire’s results reported that EFL learners in the experimenta»