This study explored the efficacy of video podcasts (VODcasts) in fostering whole-language learning among college EFL students. Employing a quasi-experimental design with pre-tests, post-tests, and a control group, the research compared the effects of a one-year remedial instruction program. The experimental group received instruction incorporating authentic video materials and dramatized literary works alongside their regular curriculum. Conversely, the control group received the same instruction with traditional audio materials. The results revealed statistically significant advancements in all language skills (listening comprehension, reading comprehension, speaking fluency, and written composition) for the VODcast group compared to the control. These findings suggest the potential of video-based instruction (vodcasting) utilizing authentic video content as a valuable tool for EFL classrooms, promoting holistic language development in college-level learners.