The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners’ perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received twelve weeks of treatment which included working on five different genres of vodcasting tasks. Participants received vodcasting tasks via Telegram application and were asked to do them in specific stages. In order to measure the participants’ attitudes and perceptions, a learner engagement questionnaire was electronically distributed. The results revealed that the learners viewed the experience as significantly positive and constructive. It is concluded that the vodcasting technology can be executed independently as it can change the studying habits of learners, facilitate the monitoring process and the assessment system, maximize cooperation among the learners, and improve the relationship between the learners and the instructor.