This study investigated the effectiveness of a podcast-based information and communication technology (ICT) intervention in enhancing multimodal literacy and oral communication skills in teaching poetry among Grade 7 learners in the Division of Calaca, Calaca City, Batangas. Despite the recognized importance of integrating technology in language instruction, limited research has examined structured podcast-based interventions that develop pronunciation, fluency, clarity of ideas, and confidence in secondary learners. The study employed a sequential explanatory mixed-method design. A total of 108 learners from the Special Program in Foreign Language and Science and Technology Education Program were selected through random sampling for the quantitative phase, which utilized a Likert-scale survey to measure their effectiveness, as well as the issues and challenges that the learners encountered in creating and presenting their self-composed poems through podcast-based multimodal activities. Subsequently, ten purposively selected participants were interviewed to enrich and validate quantitative findings. Results revealed that learners perceived the intervention as highly effective, with overall composite means of 3.3–3.4 across pronunciation, fluency, clarity of ideas, confidence, and ICT integration. Notably, a strong negative correlation (r = –0.7624, P < .00001) was found between learners’ positive perceptions and the challenges they encountered, indicating that the intervention mitigated common difficulties in composing and presenting poems. The study demonstrated that integrating podcast-based multimodal activities facilitated self-assessment, peer collaboration, and reflective practice, which enhanced learners’ oral performance and digital literacy. Hence, the researcher proposed Project V.O.I.C.E. as an innovative, technology-enhanced project that enabled learners to produce meaningful poetry outputs while fostering 21st-century communication skills.