Recently, podcasts have gained attention as an experimental tool for enhancing English language skills. However, existing studies often overlook crucial variables related to learning dynamics. The current research aims to fill this gap by investigating the impact of podcast duration, the timing of educational content discussion, and their interplay on developing English language listening skills. The study explores the nexus between tale duration and discussion timing across four distinct groups via the quasi-experimental design. These groups undergo varied levels of correlation between story duration and discussion timing, allowing the research to scrutinise their effects on English as a Foreign Language (EFL) learners' listening skills. The study's sample comprises sixty university students majoring in English language and translation. Rigorous participant selection criteria, including language proficiency, educational background, and prior experience with podcast-based language learning, ensure a diverse yet homogeneous group. The randomly assigned participants form four experimental groups, each exposed to different combinations of story duration and discussion timing. Additionally, this research provides valuable insights into the intricate relationship between these variables and their impact on EFL learners' listening skills. Findings from cognitive assessments and observation cards reveal that, surprisingly, these factors do not significantly influence students' English listening competence ratings. However, irrespective of the schedule, pre-lecture discussions emerge as a consistently effective strategy for enhancing students' English listening skills. Moreover, in light of these findings, the study presented a set of recommendations that emphasized the importance of discussion and interaction among students before listening to digital content, which in turn reflects positively on the performance of academic students in developing English as a foreign language listening skills.