LingoClip-Mediated Listening Learning in the Classroom: Senior High School Students’ Experiences and Views

Abstract

This study explores the experiences and perceptions of senior high school students using the LingoClip app as a tool for learning listening comprehension skills in the classroom. Despite the recognized importance of listening in language acquisition, many students struggle with traditional methods of listening practice, often finding them disengaging and difficult. The purpose of this research is to investigate how LingoClip, a gamified language learning app, impacts students' listening comprehension skills and how it compares to traditional teaching methods. A qualitative research methodology was employed, involving interviews and reflective journals from a sample of senior high school students. The findings reveal that students generally have positive experiences with LingoClip, appreciating its interactive and enjoyable nature, which helps sustain their motivation and engagement. Additionally, students perceive LingoClip as more useful than traditional methods, as it allows for personalized learning experiences and caters to different learning styles. However, some students noted challenges such as frequent ad interruptions, which can detract from the learning experience. The contribution of this study lies in its demonstration of the potential for digital tools like LingoClip to enhance the listening learning process in educational settings. The findings suggest that integrating such tools into the curriculum can provide a more engaging alternative to conventional listening exercises, potentially leading to better language learning outcomes.