STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL

Pham Kim

doi:10.46827/ejes.v8i8.3841

Abstract

Using technology tools in the classroom can now be facilitated students' engagement and self-directed learning to support a learner-centred environment in educational contexts under varied perspectives. In language learning, evaluating a particular language skill focused on technology is crucial in students' experience. EFL students face several difficulties as noise, accent, vocabulary, and pronunciation while listening. Therefore, employing listening with technology is significantly necessary to enhance students' listening skills. However, rare research has provided the students' reflection under constructivist perspectives after studying with the technology-based listening tool. Thus, the current study narrows this empirical gap. Semi-structured interviews and observation were instruments employed to collect data. Using thematic analysis (Braun and Clarke, 2006), the results of this study indicated that five themes were individualised listening, collaborative learning, self-directed learning, consideration of errors, and pronunciation improvement. Students were more engaged when listening to tasks independently, considering their errors for further improvement, and self-directed learning in this study. Additionally, they mostly perceived themselves to improve their listening and pronunciation in the future. Teachers should pay close attention to speakers' voices, accents, and feedback when designing and implementing tasks to maximise learners' listening learning process. This study has implications on using BookWidgets as a potential pedagogical tool for English courses. Article visualizations:<img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" />

Highlights

Listening becomes the essential skill in the early stage of the learning process based on Second Language Acquisition theory as a comprehensible input (Krashen, 1982)
Morley (2001) and Rost (2001) stated that listening is an important skill for language learning because it can be primarily used every day and led to other language skills development
Jafari and Hashim (2015) supported that listening is a channel for comprehensible input, and more than 50 percent of the time learners spend in learning a foreign language is devoted to listening

Summary

Introduction

Pham Kim Chi STUDENTS’ EXPERIENCES ON LEARNING LISTENING THROUGH TECHNOLOGY-BASED TOOL ways. Listening becomes the essential skill in the early stage of the learning process based on Second Language Acquisition theory as a comprehensible input (Krashen, 1982). Morley (2001) and Rost (2001) stated that listening is an important skill for language learning because it can be primarily used every day and led to other language skills development. Jafari and Hashim (2015) supported that listening is a channel for comprehensible input, and more than 50 percent of the time learners spend in learning a foreign language is devoted to listening. According to Rost (2009), listening helps us understand the world around us and is necessary for creating successful communication. Listening plays a crucial role in language learning classroom

Methods

Results

Discussion

Conclusion