The article presents an empirical study on the use of audiobooks in online English language learning within a distance higher education context. Developed as part of a broader exploration of sound-based texts, the empirical inquiry reflects on how literary voice can sustain engagement, deepen interpretation, and humanise the experience of asynchronous learning. It also considers how the human voice — singular, authentic, and emotionally resonant — can renew empathy and attention in digital spaces increasingly mediated by technology and artificial intelligence. Drawing on data from 528 adult learners across three consecutive English courses, the research combines participation records, performance indicators, and anonymised qualitative reflections. The learning sequences, based on short stories by O. Henry, Chimamanda Adichie, and Salman Rushdie, interwove multimodal activities involving listening, pronunciation, and reflective writing. Across levels, participation remained stable (71–72%), with mean performance scores between 70% and 91%. Qualitative analysis revealed emotional resonance, increased sensitivity to tone, and a perception of authenticity in listening to literary narration. The findings suggest that literary recordings cultivate affective presence, interpretive depth, and intercultural awareness, demonstrating that emotion and cognition can coexist fruitfully within a pedagogy centred on the human voice.
Susana Oliveira (2025) studied this question.