Extensive Listening and Viewing in Elt

Ivone, Francisca Maria; Renandya, Willy A.

doi:10.15639/teflinjournal.v30i2/237-256

Cited by 38 publications

(68 citation statements)

References 17 publications

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“…Consequently, she is not expected to understand all of the words on the audio but rather to have a general understanding and, crucially, to have enjoyment in the listening event (Saputra and Fatimah, 2018). By having this experience, she can guess the words from the contexts of the lyrics and develop her vocabulary mastery (Renandya, 2011;Ivone and Renandya, 2019). Moreover, by exposure to abundant listening input and sustained listening practice through her device, Nemya can enhance her listening fluency and increase recognition of English sounds (Ivone and Renandya, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…By having this experience, she can guess the words from the contexts of the lyrics and develop her vocabulary mastery (Renandya, 2011;Ivone and Renandya, 2019). Moreover, by exposure to abundant listening input and sustained listening practice through her device, Nemya can enhance her listening fluency and increase recognition of English sounds (Ivone and Renandya, 2019). Thus the ample listening practice provided on the devices can develop automaticity in processing oral language so that she does not face any difficulties to recognize the words on the given spoken expressions.…”

Section: Discussionmentioning

confidence: 99%

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Learner’s experience on the use of mobile device for autonomous listening: A narrative inquiry

Fatimah¹,

Santiana²,

Sulastri³

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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As the revolutionary approach in education, the use of mobile devices for learning undoubtedly has a great influence on students' academic success. Many studies have found that these tools are satisfying in terms of authenticity, simplicity, and portability promoting students' learning autonomy where they can study anywhere and anytime. Using the lens of narrative inquiry, this study explored a student's experience in using mobile devices for autonomous listening activities and investigated the benefits of these activities for her language competences. Interview and narrative frame proposed by Barkhuizen and Wette (2008) were used to answer the research questions. The findings showed that the learner mostly did extensive listening activities by utilizing a large amount of understandable and pleasurable spoken expressions through her devices. Having sophisticated software and great immersion, these tools allow the learner to get massive listening input which develops her vocabulary and basic comprehension. Different from analog tools used in her first listening experience, these tools devote thousands of listening applications and provide thousands of listening sources like live streams, English songs, news, or videos that can be accessed effortlessly. However, it is also revealed that these tools also affects the learner's psychological factors; learning motivation, confidence, and self-efficacy.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Learner’s experience on the use of mobile device for autonomous listening: A narrative inquiry

Fatimah¹,

Santiana²,

Sulastri³

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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“…It enables students to engage in their learning process and allows them to find materials suited to their levels and undergo exciting activities based on their interests. Intelligible and engaging extensive listening resources can motivate learners to continuously expose themselves to the target language (Ivone & Renandya, 2019). Extensive listening is also advantageous to the learners as they are given the freedom to pick their suitable English materials (Mayora, 2017).…”

Section: Extensive Listening In English Language Learningmentioning

confidence: 99%

“…Besides, Yeh (2017) added that extensive listening is also an alternative to a more convenient, understandable, and enjoyable listening practice. Several studies investigated the benefits and potential extensive listening provided when properly integrated by teachers Graham & Santos, 2015;Ivone & Renandya, 2019;Mayora, 2017;Mishan & Timmis, 2015). However, according to Povey (2016), teachers must consider the learners' levels and capabilities in restricting the listening resources before given to the students.…”

Section: Introductionmentioning

confidence: 99%

Integrating Voa Learning English Into an English Listening Classroom

Rahmaningtyas

Mardhiyyah

2021

jbs

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Extensive listening is crucial for language development, especially when students' exposure to the target language is not adequate. This study presents how VOA Learning English website is integrated into an English listening classroom as a listening activity outside the class. Data were collected through questionnaires and learners' extensive listening journal weekly entries, seeking to examine students' learning experiences and views on experiencing the website. Thirty undergraduate students participated in this study for 14 weeks. Results indicated that learners were satisfied with their learning experience as they had the chance to select materials that they found suitable and appropriate to their proficiency level and interests. Although the students did not enjoy writing the weekly journal assigned after extensive listening, they discovered that learning from VOA Learning English is convenient and useful in enriching their vocabularies and widening their knowledge of the world.

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“…Promoting listening fluency in an Extensive Listening course is a novel idea. Even though extensive listening to second language (L2) teaching has been widely researched worldwide (Alm, 2013;Bidabadi & Yamat, 2014;Blyth, 2012;Bozan, 2015;Chang, 2012;Chang, 2018;Lee & Cha, 2017;Masrai, 2019;Pamuji, Waring, & Kurniawan, 2019;Renandya, 2012;Renandya & Jacobs, 2016;Renandya & Ivone, 2019;Takaesu, 2013;Yeh, 2013;Zeng & Goh, 2018) and the impacts of extensive listening on the L2 and English as a foreign language (EFL) students' listening fluency (Chang, 2011;Chang & Millet, 2014;Chang & Millet, 2016;Chang, Millet, & Renandya, 2018;Tsai, 2019), it is unfortunate that there are minimal data found in the literature discussing extensive listening in Indonesian initial teacher education contexts. Not until recently did Widodo & Rozak (2016) conducted a qualitative investigation into the use of online videos for extensive listening coupled with reflective practice and online discussions.…”

Section: Introductionmentioning

confidence: 99%

Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening

Rozak¹,

Saleh²,

Bharati³

et al. 2021

AWEJ

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This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers’ listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening fluency when exposed to slow, moderately slow, and normal speech level texts?; and (2) What are the challenges and opportunities of promoting listening fluency through narrow listening using news stories in an Extensive Listening course? The aims of this article are to portray student teachers’ listening fluency interaction patterns through similar news stories in narrow listening and to investigate the challenges and opportunities of promoting listening fluency using narrow listening. This sequential mix-method study reported 40 student teachers’ engagement in extensive listening activities over 12 weeks, such as: (1) the choice of the news stories using online extensive listening material selection survey, (2) repeated listening tasks for fluency development at a lower to a normal speech rate level, and (3) linked-skills fluency development activities scaffolded by the teacher educators. The study found that similar news stories in narrow listening as extensive listening material helped student teachers familiarize similar structures and vocabulary of the spoken texts from similar topics/themes. The article portrays the inclusion of narrow listening in an Extensive Listening course can help the development of student teachers’ listening fluency in Indonesian initial Teacher Education context.

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Extensive Listening and Viewing in Elt

Cited by 38 publications

References 17 publications

Learner’s experience on the use of mobile device for autonomous listening: A narrative inquiry

Learner’s experience on the use of mobile device for autonomous listening: A narrative inquiry

Integrating Voa Learning English Into an English Listening Classroom

Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening

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