Common Listening Challenges: Indonesian EFL Learners’ Perception

Izzah, Lidiyatul; Keeya, Khodijah

doi:10.24853/elif.1.2.95-106

Cited by 6 publications

(8 citation statements)

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“…The research on listening anxiety, however, is still limited (i.e. Izzah & Keeya, 2019;Male, 2018) . Male (2018) using FLCAS investigated all four-skills language anxiety.…”

Section: E-issn 2541-0075 13mentioning

confidence: 99%

“…In listening anxiety particularly, he found that Indonesian university students learning English experience listening anxiety, especially when they could not understand the words or when they have to hear a longer text. A recent research on listening anxiety in academic listening class of Indonesian university students learning foreign language shows that high numbers of students experience listening anxiety due to inadequate listening proficiency and lexical resources, inability to deal with rapid speech rate and difficulty in identifying sound and phonemes (Izzah & Keeya, 2019).…”

Section: E-issn 2541-0075 13mentioning

confidence: 99%

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English Listening Anxiety of Indonesian Speakers

Sari

Rindawati²

2021

Lingua Didaktika

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Research on foreign language anxiety among Indonesian learners of English has gained some attention thus far. However, few studies have examined specifically English listening anxiety of Indoensian speakers. Previous research in other countries has suggested a number of variables contributing to the foreign language anxiety. Taking into consideration some of the factors that are distinctive for Indonesian learners’ contexts, this present study aims to find out the relationship between number of languages learned or acquired by the learners, gender of the learners, the learners’ English self-rating proficiency, and length of residence of the learners in the target language country with L2 listening anxiety of Indonesian learners of English. This study involved Foreign Language Listening Anxiety Scale (FLLAS) data that were obtained from 109 Indonesian university students and were analyzed quantitatively using Pearson’s correlation, Spearman’s rho, and one-way ANOVAs. The finding shows that there is a significant negative correlation between Indonesian learners of English listening anxiety with the learners’ length of residence in the target language country and the learners’ English self-rating proficiency. The significant difference in terms of length of residence in the target language country especially lied in between the no residence group and <1-year group, and between no residence group and >1 year. In the English self-rating, the significant difference lied in between Intermediate and advanced groups.

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“…The research on listening anxiety, however, is still limited (i.e. Izzah & Keeya, 2019;Male, 2018) . Male (2018) using FLCAS investigated all four-skills language anxiety.…”

Section: E-issn 2541-0075 13mentioning

confidence: 99%

Section: E-issn 2541-0075 13mentioning

confidence: 99%

English Listening Anxiety of Indonesian Speakers

Sari

Rindawati²

2021

Lingua Didaktika

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“…Those three difficulties are pronunciation, personal characteristics, and content. Izzah & Keeya (2019) find that distortions, vocabularies, phonology, passage complexity, and the speech rate are the common difficulties for students in listening class due to the variety in pronunciation, individual characteristics, and content.…”

Section: Introductionmentioning

confidence: 96%

University Students’ Perspective on Material and Activities in English Listening Class During Pandemic

Nurkhamidah¹

2021

Elsya

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The most obvious impact of Covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. Since fully online learning is new for most universities in Indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. Several studies on listening classes in Indonesia have been carried out during the Covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in English listening class in higher education have not been conducted yet. This study fills this research gap because students’ perspectives are important to improve the quality of listening-focused courses. This study is conducted on January 2021 by involving nine English Education students enrolled in the Basic Listening class at the STKIP Media Nusantara Citra. Questionnaires and interviews are employed to collect qualitative data. Despite the abruptness of creating and adapting new materials with an unfamiliar learning style, results showed that students have a positive perspective toward the effect of the lecturers’ materials on their learning motivation, the usefulness of the material, the level of difficulty and quantity of the material and activities, the variety of material and activities, the usefulness of pre- and post-listening activities, the quality of audio and the suitability of worksheet.

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“…Like speaking, listening skills are greatly desired, yet also perceived as among the most challenging communication skills by most ESL learners [13]. Generally, an average individual spends approximately forty-five percent of their normal daily lifetime [14].…”

Section: Introductionmentioning

confidence: 99%

A Phenomenological Exploration of EAP International Students’ Speaking and Listening Experience with PechaKucha Presentations

Hong¹

2021

Advances in Social Science, Education and Humanities Research

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With the importance of oral communication skills and digital literacy skills for 21st-century learners (Partnership for 21st Century Skills, 2006), there is an increasing tendency to incorporate technology in language learning and teaching. In this trend, PechaKucha Presentation (PKP), a unique, fast-paced format of giving presentations, has recently been advocated for its benefits in developing learners' oral communication skills in various contexts. This paper presented a study that explored seven international students' speaking and listening experiences with PKP activities while completing the English for Academic Purposes (EAP) program prior to their undergraduate programs in a US university. The study adopted a phenomenological design with semi-structured interviews, artifacts, and observations. Colaizzi's (1978) data analysis framework was employed to provide a comprehensive description of the participants' speaking and listening experiences with PKP.Findings revealed that (1) participants experienced a connection between emotions regarding PK presentations and their English speaking skills; (2) participants described cognitive and metacognitive skill use and awareness due to PK presentations experiences; (3) participants perceived audience as an important factor in presentation decisions; (4) these EAP international students were aware of and critical of their English-speaking skills; (5) they preferred more time for pronunciation and to convey information; (6) EAP peers' pronunciation hindered meaning-making; (7), PK meaningmaking processes included listening, reading, viewing, and critiquing their peers' presentation performance.

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Common Listening Challenges: Indonesian EFL Learners’ Perception

Cited by 6 publications

References 0 publications

English Listening Anxiety of Indonesian Speakers

English Listening Anxiety of Indonesian Speakers

University Students’ Perspective on Material and Activities in English Listening Class During Pandemic

A Phenomenological Exploration of EAP International Students’ Speaking and Listening Experience with PechaKucha Presentations

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