The use of TED and YOUTUBE in Extensive Listening Course: Exploring possibilities of autonomy learning

Abstract

This study explores how extensive listening can utilize internet based-media, namely TED and YouTube. The study also examines the researcher’s reflection on his teaching practice by adopting the participatory action research framework. Participating in this study are EFL freshmen of a state university in Indonesia during the Extensive Listening course. The findings showcase several changes in the teaching-learning circumstances that affect the implementation of in-class activities. The students share that YouTube and TED help them enrich their English vocabulary. Further, they also state that the tasks create a more dynamic and less monotonous learning atmosphere. Overall, the use of YouTube and TED can be designed to be effective instructional media for Extensive Listening tasks.

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

“…This becomes a factor which motivates Nemya to continue her listening habit and develop her English skills. These results are relevant with the previous studies (Bozan, 2015;Chang and Millet, 2014;Ridgway in Renandya, 2011;Saputra and Fatimah, 2018) finding that extensive listening activities provide enjoyable learning atmosphere which contributes to the students' language ability, and promote their motivation to study English language. As the activities of listening to a large amount of oral languages, extensive listening is frequently conducted outside the class which forces the student to get a general understanding of the given spoken expressions.…”

“…As the activities of listening to a large amount of oral languages, extensive listening is frequently conducted outside the class which forces the student to get a general understanding of the given spoken expressions. 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).…”

Extensive Listening and Its Relation Towards Vocabulary Knowledge

“…It seems that the types of EL are chosen should fit to learners' level. Listening and viewing or listening only is best suited to the B2 level [23,24,26], while reading while listening is applied to B1 or lower as it is applied by Saputra [25] to the freshman. This may teach both learners and teachers that the comprehending process occurs gradually depending on the learners' level when they begin EL.…”

University Students’ Attitudes towards the Use of YouTube in the EFL Classroom

“…There are several works on the effectiveness of YT in terms of improving different language skills, such as vocabulary acquisition (Hakim, 2019;Heriyanto, 2015;Kabooha & Elyas, 2018), speaking (Riswandi, 2016;Watkins & Wilkins, 2011), listening (Saputra & Fatimah, 2018;Watkins & Wilkins, 2011), writing (Mayora, 2009;Watkins & Wilkins, 2011), reading (Watkins & Wilkins, 2011), or pronunciation (Watkins & Wilkins, 2011). However, other studies point out some disadvantages, such as lack of motivation to use this website as a medium to study English outside of class and develop some degree of autonomy (Kelsen, 2009); poor sound quality, pronunciation mistakes, and slang language (Ghasemi et al, 2011); low writing performance (Styati, 2016); or the fact that schools may have blocked the YT website because students might use it for non-educational purposes (Alhamami, 2013).…”

“…If the use of this tool provokes in them the desire to learn the language and different studies offer positive results of its effectiveness (see Hakim, 2019;Heriyanto, 2015;Kabooha & Elyas, 2018;Riswandi, 2016;Saputra & Fatimah, 2018), the inclusion of YT in foreign language learning and teaching will be thoroughly supported.…”