‘Why do I listen to this?’ Voices from university students using websites to practice listening comprehension

Rizaldy Hanifa, Siti Rahimah Yusra

Abstract


Technological advancements in the 4.0 era have made it possible for English language learners to access online resources at any moment in any place, including websites that provide learners with a wider variety of auditory inputs. Despite this, some students may find it difficult to navigate independently owing to the vast quantity of websites. This research aims to discover the websites utilized by English major students at a state university in West Sumatra in independent listening practices, as well as their underlying motivations for selecting those websites. Using a qualitative case study, the data were collected using a questionnaire that was administered to 105 fifth-semester university students, and presented according to the frequency. The findings recorded a total of 34 websites used by students for practicing listening to enhance proficiency in deciphering unfamiliar words, acquiring knowledge of English sounds, and comprehending spoken utterances. The students further confirmed that materials found through the sources provided them with a sense of ease in learning. These initiatives demonstrated the students’ proficiency in utilizing technology for additional learning inputs. Nevertheless, the effectiveness of these learning modes still needs to be confirmed as the duration spent by learners may not be sufficient. Further research is recommended to analyze the websites selected by students to provide more tangible evidence regarding the suitability of the material for learning.

Keywords


EFL learning materials; listening; independent listening practice; students’ learning motivations

Full Text:

PDF

References


Afriyuninda, E., & Oktaviani, L. (2021). The use of English songs to improve English students’ listening skills. Journal of English Language Teaching and Learning, 2(2), 80-85. https://doi.org/10.33365/jeltl.v2i2.1442

Agustin, A., & Wirza, Y. (2020). Indonesian teachers’ perspective towards the use of authentic materials on students’ communicative competence in EFL classroom. In Proceedings of the 2020 4th International Symposium on Computer Science and Intelligent Control (Article 39). Association for Computing Machinery. https://doi.org/10.1145/3440084.3441215

Alhabahba, M. M., & Mahfoodh, O. H. (2016). The use of the internet for English language teachers’ professional development in Arab countries. Australian Journal of Teacher Education, 41(4), Article 1.

Alhabdan, A. (2021). Evaluating English learning websites and digital resources from the perspective of Saudi English language learners: Technical assessment. Theory and Practice in Language Studies, 11(6), 639-651. http://dx.doi.org/10.17507/tpls.1106.07

Almurashi, W. A. (2016). The effective use of YouTube videos for teaching English language in classrooms as supplementary material at Taibah University in Alula. International Journal of English Language and Linguistics Research, 4(3), 32-47.

Aminah, A. (2018). Student and teacher perceptions on the role of ICTS in promoting instruction for quality teaching and learning in Central Sulawesi, Indonesia. Asian EFL Journal, 20(4), 94-107.

Anderson, A., & Lynch, T. (2003). Listening. Oxford University Press.

Ariantini, K. P., Suwastini, N. K. A., Adayani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating social media into English language learning: How and to what benefits according to recent studies. NOBEL: Journal of Literature and Language Teaching, 12(1), 91-111. https://doi.org/10.15642/NOBEL.2021.12.1.91-111

Aşık, A., Köse, S., Yangın Ekşi, G., Seferoğlu, G., Pereira, R., & Ekiert, M. (2020). ICT integration in English language teacher education: Insights from Turkey, Portugal and Poland. Computer Assisted Language Learning, 33(7), 708-731. https://doi.org/10.1080/09588221.2019.1588744

Bashori, M., Hout, R., V., Strik H., & Cucchiarini, C. (2022). Web-based language learning and speaking anxiety. Computer Assisted Language Learning, 35(5-6), 1058-1089. https://doi.org/10.1080/09588221.2020.1770293

Berne, J. E. (2004). Listening comprehension strategies: A review of the literature. Foreign Language Annals, 37(4), 521-531. https://doi.org/10.1111/j.1944-9720.2004.tb02419.x

Blake, R. J. (2011). Current trends in online language learning. Annual Review of Applied Linguistics, 31, 19-35. https://doi.org/10.1017/S026719051100002X

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Pearson Education.

Brown, S. (2006). Teaching listening. Cambridge University Press.

Cengiz, B. C., Bal, N. D., & Ozkose-Biyik, C. (2021). An evaluation of the Websites used by Turkish EFL teachers. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 308-332.

Chang, A. C. S., & Read, J. (2006). The effects of listening support on the listening performance of EFL learners. TESOL Quarterly, 40(2), 375-397. https://doi.org/10.2307/40264527

Chang, M. M. (2005). Applying self-regulated learning strategies in a web-based instruction—an investigation of motivation perception. Computer Assisted Language Learning, 18(3), 217-230. https://doi.org/10.1080/09588220500178939

Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge University Press.

Chen, C. W. Y. (2016). Listening diary in the digital age: Students’ material selection, listening problems, and perceived usefulness. The JALT CALL Journal, 12(2), 83-101. https://doi.org/10.29140/jaltcall.v12n2.203

Cook, V. (2008). Second language learning and language teaching. Routledge.

Destianingsih, A., & Satria, A. (2017). A study on students’ need analysis on web-based English learning materials. Inovish Journal, 2(1), 48-57. https://doi.org/10.35314/inovish.v2i1.184

Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Pearson Education Limited.

Fakhruddin, Z., Usman, Rahmawati, & Sulvinajayanti. (2020). Designing English listening materials through YouTube video editing: Training for English teachers of Islamic junior high schools, Parepare, South Sulawesi. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(2), 275-290. http://dx.doi.org/10.21093/ijeltal.v4i2.475

Franssisca, R. E., & Subekti, A. S. (2022). Indonesian high school students’ attitudes towards varieties of English: A survey study. Studies in English Language and Education, 9(1), 318-330. https://doi.org/10.24815/siele.v9i1.21911

Gangaiamaran, R., & Pasupathi, M. (2017). Review on use of mobile apps for language learning. International Journal of Applied Engineering Research, 12, 11242-11251.

Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123-133. https://doi.org/10.5539/elt.v9n6p123

Goh, C. C. (2000). A cognitive perspective on language learners’ listening comprehension problems. System, 28(1), 55-75. https://doi.org/10.1016/S0346-251X(99)00060-3

Hanifa, R. (2018). EFL published materials: An evaluation of English textbooks for Junior High Schools in Indonesia. Advances in Language and Literary Studies, 9(2), 166-174. https://doi.org/10.7575/aiac.alls.v.9n.2p.166

Hanifa, R., & Yusra, S. R. (2023). Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher’s experiences. LingTera, 10(1), 1-14. https://doi.org/10.21831/lt.v10i1.58035

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.

Hsieh, Y. (2020). Effects of video captioning on EFL vocabulary learning and listening comprehension. Computer Assisted Language Learning, 33(5-6), 567-589. https://doi.org/10.1080/09588221.2019.1577898

Huang, R. T., & Yu, C. L. (2019). Exploring the impact of self-management of learning and personal learning initiative on mobile language learning: A moderated mediation model. Australasian Journal of Educational Technology, 35(3), 118-131. https://doi.org/10.14742/ajet.4188

Hwang, G. J., Hsu, T. C., & Hsieh, Y. H. (2019). Impacts of different smartphone caption/subtitle mechanisms on English listening performance and perceptions of students with different learning styles. International Journal of Human–Computer Interaction, 35(4-5), 333-344. https://doi.org/10.1080/10447318.2018.1543091

Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal, 30(2), 237–256. https://doi.org/10.15639/teflinjournal.v30i2/237-256

Jao, C. Y., Yeh, H. C., Huang, W. R., & Chen, N. S. (2022). Using video dubbing to foster college students’ English-speaking ability. Computer Assisted Language Learning, 37(4), 585-607. https://doi.org/10.1080/09588221.2022.2049824

Kılıçkaya, F., & Krawiec, M. (2022). Tertiary language lecturers’ preferences and views on the use of internet resources for EFL listening. Teaching English with Technology, 22(2), 27-50.

Kim, S. (2021). English as a lingua franca in Japan: Multilingual postgraduate students’ attitudes towards English accents. Journal of Multilingual and Multicultural Development, 45(2), 536-550. https://doi.org/10.1080/01434632.2021.1909053

Lai, C., Yeung, Y., & Hu, J. (2016). University student and teacher perceptions of teacher roles in promoting autonomous language learning with technology outside the classroom. Computer Assisted Language Learning, 29(4), 703-723. https://doi.org/10.1080/09588221.2015.1016441

Latupono, F., & Nikijuluw, R. (2022). The importance of teaching listening strategies in English language context. MATAI: International Journal of Language Education, 3(1), 1-12. https://doi.org/10.30598/matail.v2i2.5935

Li, W., & Renandya, W. A. (2012). Effective approaches to teaching listening: Chinese EFL teachers’ perspectives. The Journal of Asia TEFL, 9(4), 79-111.

Luu, V. T., Lian, A. P., & Siriyothin, P. (2021). Developing EFL learners’ listening comprehension through a computer-assisted self-regulated prosody-based listening platform. CALL-Electronic Journal, 22(1), 246-263.

Maftoon, P., & Alamdari, E. F. (2020). Exploring the effect of metacognitive strategy instruction on metacognitive awareness and listening performance through a process-based approach. International Journal of Listening, 34(1), 1-20. https://doi.org/10.1080/10904018.2016.1250632

Mahdavi, N., & Miri, M. (2019). Co-shaping metacognitive awareness and developing listening comprehension through process-based instruction. International Journal of Listening, 33(1), 53-70. https://doi.org/10.1080/10904018.2016.1260454

Mayora, C. A. (2017). Extensive listening in a Colombian university: Process, product, and perceptions. HOW, 24(1), 101-121. https://doi.org/10.19183/how.24.1.311

Nation, I. S. P., & Newton, J. (2009). Teaching ESL/EFL listening and speaking (1st ed.). Routledge.

Newton, J. M., & Nation, I. S. P. (2020). Teaching ESL/EFL listening and speaking (2nd ed.). Routledge.

Orelus, P. W. (2020). Other people’s English accents matter: Challenging Standard English accent hegemony. Excellence in Education Journal, 9(1), 120-148.

Pica, T., Young, R., & Doughty, C. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21(4), 737-758. https://doi.org/10.2307/3586992

Pino, D. (2008). Web-based English as a second language instruction and learning: Strengths and limitations. Distance Learning, 5(2), 65-71.

Puspita, D., & Amelia, D. (2020). TED-TALK: A Supplement material to promote students’ autonomy in listening. Eltin Journal: Journal of English Language Teaching in Indonesia, 8(2), 91-102.

RahmtAllah, E. A. E., & Mohamedahmed, A. A. (2021). EFL learners’ perception of using online language learning websites during Covid-19 pandemic. International Journal of English Language and Linguistics Research, 9(3), 5-14.

Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the language classrooms. In W. A. Renandya & H. P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp 97-110). Springer. https://doi.org/10.1007/978-3-319-38834-2_8

Renukadevi, D. (2014). The role of listening in language acquisition; the challenges & strategies in teaching listening. International Journal of Education and Information Studies, 4, 2277-3169.

Richards, J. C. (1983). Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17(2), 219-240. https://doi.org/10.2307/3586651

Richards, J. C. (2008). Teaching listening and speaking. Cambridge University Press.

Rintaningrum, R. (2018). Investigating reasons why listening in English is difficult: Voice from foreign language learners. Asian EFL Journal, 20(11), 6-15.

Robin, R. (2007). Commentary: Learner-based listening and technological authenticity. Language Learning & Technology, 11(1), 109-115.

Rost, M. (1994). Introducing listening. Penguin Books.

Rost, M. (2002). Teaching and researching listening. Pearson Education.

Rost, M. (2009). Teacher development interactive: Listening. Pearson Longman.

Rost, M. (2016). Teaching and researching listening (3rd ed.). Routledge.

Rost, M., & Wilson, J. J. (2013). Active listening. Routledge.

Rwodzi, C., De Jager, L., & Mpofu, N. (2020). The innovative use of social media for teaching English as a second language. The Journal for Transdisciplinary Research in Southern Africa 16(1), a702. https://doi.org/10.4102/td.v16i1.702

Sadeghi, M., & Heidar D. M. (2016). The effect of using phonetic websites on Iranian EFL learners’ word level pronunciation. International Journal of Research in English Education, 1(1), 31-37.

Saitakham, K. (2012). Enhancing English listening skills through websites practicing: A study of Thai EFL university students. International Proceedings of Economics Development and Research (IPEDR), 47(11), 50-53.

Salem, H. T. A., Hassan, M. S., & Abdel-Kareem, M. E. D. (2020). Using a suggested web-based learning program in developing EFL listening skills of the first-year secondary students. Sohag University International Journal of Educational Research, 1(1), 37-59. https://doi.org/10.21608/suijer.2020.72173

Schmidt, A. (2016). Listening journals for extensive and intensive listening practice. English Teaching Forum, 54(2), 2-11.

Schmitt, N., & Celce-Murcia, M. (2010). An overview of applied linguistics. In N. Schmitt (Ed.), An introduction to applied linguistics (2nd ed.). Hodder & Stoughton Ltd.

Şendağ, S., Gedik, N., & Toker, S. (2018). Impact of repetitive listening, listening-aid and podcast length on EFL podcast listening. Computers & Education, 125, 273-283. https://doi.org/10.1016/j.compedu.2018.06.019

Shaojie, T., Samad, A. A., & Ismail, L. (2022). Systematic literature review on audio-visual multimodal input in listening comprehension. Frontiers in Psychology, 13, 980133. https://doi.org/10.3389/fpsyg.2022.980133

Shen, H., Yuan, Y., & Ewing, R. (2015). English learning websites and digital resources from the perspective of Chinese university EFL practitioners. ReCALL, 27(2), 156-176. https://doi.org/10.1017/S0958344014000263

Silvhiany, S., Huzaifah, S., & Ismet. (2021). Critical digital literacy: EFL students’ ability to evaluate online sources. Indonesian Journal of EFL and Linguistics, 6(1), 249-269. https://doi.org/10.21462/ijefl.v6i1.364

Son, J. B. (2007). Learner experiences in web-based language learning. Computer Assisted Language Learning, 20(1), 21-36. https://doi.org/10.1080/09588220601118495

Son, J. B. (2008). Using web-based language learning activities in the ESL classroom. International Journal of Pedagogies and Learning, 4(4), 34-43. https://doi.org/10.5172/ijpl.4.4.34

Sriwichai, C. (2020). Students’ readiness and problems in learning English through a blended learning environment. Asian Journal of Education and Training, 6(1), 23-34. https://doi.org/10.20448/journal.522.2020.61.23.34

Suriman, A., Zulfiqar, S., & Usman, S. (2019). Designing web-based English listening instruction. An analysis of Indonesian university student’s needs. Asian EFL Journal, 23(3), 28-40.

Surkamp, C., & Yearwood, T. (2018). Receptive competences—reading, listening, viewing. In C. Surkamp & B. Viebrock (Eds.), Teaching English as a foreign language: An introduction (pp. 89-108). Springer. https://doi.org/10.1007/978-3-476-04480-8_6

Taghizadeh, M., & Yourdshahi, Z. H. (2020). Integrating technology into young learners’ classes: Language teachers’ perceptions. Computer Assisted Language Learning, 33(8), 982-1006. https://doi.org/10.1080/09588221.2019.1618876

Tomlinson, B. (2011). Introduction: Principles and procedures of materials development. In B. Tomlinson (Ed.), Materials development in language teaching (2nd ed.). Cambridge University Press.

Trofimovich, P., Lightbown, P. M., Halter, R. H., & Song, H. (2009). Comprehension-based practice: The development of L2 pronunciation in a listening and reading program. Studies in Second Language Acquisition, 31(4), 609-639. https://doi.org/10.1017/S0272263109990040

Tsuda, K., Muramatsu, N., Renandya, W. A., & Jacobs, G. M. (2023). Combining extensive reading while listening (ERWL) with cooperative learning. JOALL (Journal of Applied Linguistics and Literature), 8(1), 125-145. https://doi.org/10.33369/joall.v8i1.26128

Vellanki, S. S., Mond, S., Khan, Z. K., & Nair, L. G. (2022). Teachers’ viewpoint of metacognitive strategy instruction in listening during remote teaching in Oman: Challenges and strategies. International Journal of Learning, Teaching and Educational Research, 21(7), 82-106. https://doi.org/10.26803/ijlter.21.7.5

Wallace, T., Stariha, W. E., & Walberg, H. J. (2004). Teaching speaking, listening and writing. Typhon.

Waring, R. (2008). Starting extensive listening. Extensive reading in Japan, 1(1), 7-9.

Wilson, J. J. (2008). How to teach listening. Pearson Longman.

Woottipong, K. (2014). Effect of using video materials in the teaching of listening skills for university students. International Journal of Linguistics, 6(4), 200-212. https://doi.org/10.5296/ijl.v6i4.5870

Yang, F. Y. (2020). EFL learners’ autonomous listening practice outside of the class. Studies in Self-Access Learning Journal, 11(4), 328-346. https://doi.org/10.37237/110403

Yang, Y. T. C., & Chan, C. Y. (2008). Comprehensive evaluation criteria for English learning websites using expert validity surveys. Computers & Education, 51(1), 403-422. https://doi.org/10.1016/j.compedu.2007.05.011

Yusra, S. R., & Hanifa, R. (2023). Using online media for extensive listening practices: Students’ self-reflections from the extensive listening logbook. Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni, 24(2), 133-150. https://doi.org/10.24036/komposisi.v24i2.126565




DOI: https://doi.org/10.24815/siele.v11i2.34755

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats