LEARNERS’ PREFERENCES OF MULTIMEDIA RESOURCES IN AN EXTENSIVE LISTENING PROGRAM

Dimas Setyawan, Francisca Maria Ivone, Nunung Suryati

Abstract


Extensive listening has gained popularity in the past few years due to its benefits for foreign/second language learning. It improves language learners’ listening skills in a less stressful way because they can choose topics based on their interest or do the activity simply for enjoyment. Also, in the implementation, students may choose any multimedia resources in extensive listening activities. In this descriptive study, students’ preferences of multimedia resources used in extensive listening activities were explored. In addition, aspects of the resources they found easy and challenging and why they choose them were also investigated. Research data were collected from 109 learners’ extensive listening journals over a semester. Results of the data analysis indicated that there are 17 types of multimedia resources used by the students. Most of them selected the listening materials based on their interests and curiosity. Moreover, the speakers’ accent and speech rate, and limited vocabulary are aspects some students found challenging. Further studies may want to compare types of resources used and reasons for choosing them by high and low proficient listeners. How learners used the resources may also be of interest to future researchers.

Keywords


extensive listening, extensive listening journal, multimedia resources

Full Text:

PDF

References


Akbar, D. D. (2018). An investigation on extensive listening activities and listening strategies done by ELT students of State University of Malang [Unpublished Undergraduate Thesis]. Universitas Negeri Malang.

Anderson, A., & Lynch, T. (1988). Listening. Oxford University Press.

Bozan, E. (2015). The effects of extensive listening for pleasure on the proficiency level of foreign language learners in an input-based setting [Master’s Thesis, University of Kansas]. UK Campus Repository. https://kuscholarworks.ku.edu/handle/1808/21594.

Brown, T., Boyle, M. J., & Williams, B. (2010). Listening styles of undergraduate health students. Education for Health, 23(3), 424. Retrieved from https://www.educationforhealth.net/temp/EducHealth233424-348441_094044.pdf

Budyana L., Basuki I., Nurlaela L., Umboh M.A., Nagari K. (2018) The effect of listening to radio news in developing students’ listening comprehension skills. In: Persichitte K., Suparman A., Spector M. (eds) Educational Technology to Improve Quality and Access on a Global Scale. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-319-66227-5_12

Chang, C. -S. A. (2012). Gains to L2 learners from extensive listening: Listening development, vocabulary acquisition and perceptions of the intervention. Hong Kong Journal of Applied Linguistics, 14(1), 25–47. https://doi.org/10.1177/0033688216631175

Destama, R. (2018). The correlation between watching English movies habit and the listening achievement of the freshmen student at the State University of Malang [Unpublished Undergraduate Thesis]. Universitas Negeri Malang.

Fujita, R. (2017). Effects of speech rate and background noise on EFL learners’ listening comprehension of different types of materials. The Journal of Asia TEFL, 14(4), 638–653. http://dx.doi.org/10.18823/asiatefl.2017.14.4.4.638

Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988

Griffiths, R. (1990). Speech rate and NNS comprehension: A preliminary study in time-benefit analysis. Language Learning, 40(3), 311–336.

Ivone, F. M. (2017). Help options in English listening websites: How functional are they? Proceedings of The 1st International Conference on Language, Literature and Teaching (ICoLLit 2017). http://hdl.handle.net/11617/9103

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

Izzah, L., & Keeya, K. (2019). Common listening challenges: Indonesian EFL learners’ perception. English Language in Focus, 1(2), 95–106. https://doi.org/10.24853/elif.1.2.95-106

Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly, 40(1), 157–181. https://doi.org/10.2307/40264515

King, J. (2002). Using DVD feature films in the EFL classroom. Computer Assisted Language Learning, 15(5), 509–523. https://doi.org/10.1076/call.15.5.509.13468

Kusumaningrum, M. A. D. (2015). Using English movie as an attractive strategy to teach senior high school students English as a Foreign Language. LLT Journal: A Journal on Language and Language Teaching, 18(1), 11–18. https://doi.org/10.24071/llt.2015.180102

Liou, H. C. (2000). Assessing learners strategies using computers: New insights and limitations. Computer Assisted Language Learning, 13(1), 65–78. https://doi.org/10.1076/0958-8221(200002)13:1;1-K;FT065

Major, R. C., Fitzmaurice, S. M., Bunta, F., & Balasubramanian, C. (2005). Testing the effects of regional, ethnic, and international dialects of English on listening comprehension. Language Learning, 55(1), 37–69. https://doi.org/10.1111/j.0023-8333.2005.00289.x

Pluck, G., & Johnson, H. L. (2011). Stimulating curiosity to enhance learning. Education Sciences and Psychology, 2(19), 24–31. http://gesj.internet-academy.org.ge/en/list_aut_artic_en.php?b_sec=edu&list_aut=2255

Renandya, W. A. (2011). Extensive listening in the second language classroom. In H. P. Widodo, & A. Ciroki (Eds.), Innovation and creativity in ELT methodology (pp. 28-41). Nova Science Publisher.

Renandya, W. A. (2012, Nov 6-8). Materials and methods for extensive listening [Conference Plenary Presentation]. The 59th TEFLIN International Conference, Surabaya, Indonesia. https://www.academia.edu/2462863/Materials_and_Methods_for_Extensive_Listening

Renandya, W., and T. Farrell. 2011. Teacher, the tape is too fast! Extensive listening in ELT. ELT Journal 65(1), 52–59. doi:10.1093/elt/ccq015.

Richards, J. C. (2008). Teaching speaking and listening from practice to theory. Cambridge University Press.

Rintaningrum, R. (2018). Investigating reasons why listening in English is difficult: Voice from foreign language learners. The Asian EFL Journal, 20(11), pp. 6–15. Retrieved from https://www.asian-efl-journal.com/monthly-editions-new/2018-teaching-articles/volume-20-issue-11-2018/

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

Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199–221. https://doi.org/10.2307/329010

Schmidt-Rinehart, B. C. (1994). The effects of topic familiarity on second language listening comprehension. The Modern Language Journal, 78(2), 179–189. https://doi.org/10.2307/329008

Takaesu, A. (2014). TED Talks as an extensive listening resource for EAP students. Language Education in Asia, 4(2), pp.150–162. http://dx.doi.org/10.5746/LEiA/13/V4/I2/A05/Takaesu

Thomas, J. L. (2000). The identification of listening styles of agricultural curricula majors through the administration of the listening styles profile. (Publication No. 1402122) [Doctoral dissertation, West Virginia University]. ProQuest Dissertations Publishing.

Vo, Y. (2013). Developing Extensive Listening for EFL learners using Internet resources. Hawaii Pacific University TESOL Working Paper Series 11, 29–51. https//www.hpu.edu/research-publications/tesol-working-papers/2013/02_YenVo2013.pdf

Waring, R. (2008). Starting an extensive listening program. Extensive Reading in Japan: The Journal of the JALT Extensive Reading Special Interest Group, 1(1) 7–9. https://hosted.jalt.org/er/sites/jalt.org.er/files/ERJ/erj_issue_1.1.pdf

Wimolmas, R. (2013). A survey study of motivation in English language learning of first year undergraduate students at Sirindhorn International Institute of Technology (SIIT), Thammasat University. Proceedings of the 3rd International Conference on Foreign Language Learning and Teaching 2013, 904–915. http://litu.tu.ac.th/FLLT2013/www.fllt2013.org/private_folder/Proceeding/904.pdf

Winiharti, M., & Herlina, C. (2017). Audio only or video?: Multimodality for listening comprehension. Advances in Social Science, Education and Humanities Research (ASSEHR), Proceedings of the Ninth International Conference on Applied Linguistics (CONAPLIN 9), 82, 189–192. https://doi.org/10.2991/conaplin-16.2017.41

Zeng Y. (2007). Metacognitive instruction in listening: A study of Chinese non-English major undergraduates [Unpublished MA Thesis]. National Institute of Education, Nanyang Technological University.




DOI: https://doi.org/10.24071/llt.v25i1.3690

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Dimas Setyawan, Francisca Maria Ivone, Nunung Suryati

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

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.