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Abstract
Listening is one of the important skills in English as a Foreign Language (EFL) learning and also plays an essential part in the learning process. Even though listening is vital, many EFL students feel that listening is one of the most challenging skills to learn, specifically when dealing with academic listening. This study explores attributions that help students succeed in their academic listening class that was conducted in an online learning environment. The researcher conducted a semi-structured interview with five university students at a private university in Central Java, Indonesia. The findings found out that teacher’s roles, self-efficacy and motivation and the use of technology in online learning help students to pass and gain good grades in an online Academic Listening class. The results are expected to benefit EFL teachers in finding practical ideas to enhance their students’ motivation in the academic listening class and EFL students in finding ways to be successful in their academic listening class. Practical recommendations for EFL teachers and students as well as directions for future research are presented.
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Copyright (c) 2023 Ruth Cinthya Suwandi
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References
- Akhter, T. (2020). Problems and Challenges Faced by EFL Students of Saudi Arabia during COVID-19 Pandemic. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5). https://doi.org/10.21659/rupkatha.v12n5.rioc1s23n5
- Bailey, D., & Lee, R. A. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. CALL-EJ, 21, 178–198.
- Buck, G. (2001). Assessing listening. Cambridge University Press.
- Cheng, C., Lay, K.-L., Hsu, Y.-F., & Tsai, Y.-M. (2021). Can Likert scales predict choices? Testing the congruence between using Likert scale and comparative judgment on measuring attribution. Methods in Psychology, 5, 100081. https://doi.org/10.1016/j.metip.2021.100081
- Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538
- Elli̇alti, M., & Batur, Z. (2021). Academic Listening Skills of the International University Students in Turkey. International Journal of Education and Literacy Studies, 9(3), 20. https://doi.org/10.7575/aiac.ijels.v.9n.3p.20
- Englander, M. (2012). The Interview: Data Collection in Descriptive Phenomenological Human Scientific Research. Journal of Phenomenological Psychology, 43(1), 13–35. https://doi.org/10.1163/156916212X632943
- Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113–117. https://doi.org/10.1016/j.jeap.2011.04.001
- Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom.
- Ivone, F. M., & Renandya, W. A. (2019). EXTENSIVE LISTENING AND VIEWING IN ELT. TEFLIN Journal - A Publication on the Teaching and Learning of English, 30(2), 237. https://doi.org/10.15639/teflinjournal.v30i2/237-256
- Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1092
- Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning .
- Nguyen, M. T. (2020). Understanding Listening Comprehension Processing and Challenges Encountered: Research Perspectives. International Journal of English Language and Literature Studies, 9(2), 63–75. https://doi.org/10.18488/journal.23.2020.92.63.75
- Novita, V., Abdullah, F., Rosmala, D., Silvani, D., & Hidayati, A. N. (2022). Students’ Learning Engagement in an Online Academic Listening and Speaking Class. J-SHMIC : Journal of English for Academic, 9(1), 87–102. https://doi.org/10.25299/jshmic.2022.vol9(1).8536
- Nurani, S. G., & Widiati, U. (2021). Students’ Perception about The Online Listening Course During The COVID-19 Pandemic. . Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8.
- Oko, F. O. (2014). Impact of Teacher Motivation on Academic Performance of Students.
- Revere, L., & Kovach, J. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of Distance Education, 12, 113–124.
- Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. https://doi.org/10.1080/03075079.2019.1590690
- Selvi, K. (2010). Motivating factors in online courses. Procedia - Social and Behavioral Sciences, 2(2), 819–824. https://doi.org/10.1016/j.sbspro.2010.03.110
- Suryanto, B. T., Arifin, H., & Al-Madani, K. (2021). Students’ Perceptions On Online Learning For Intermediate Listening Courses Through E-Learning During The Covid-19 Pandemic. PEDAGOGIK: Jurnal Pendidikan, 8(2), 387–417. https://doi.org/10.33650/pjp.v8i2.2938
- Susilowati, R. (2020). The Challenges of Online Learning in Listening Class During Covid-19 Pandemic. Edukasi Lingua Sastra, 18(2), 56–72. https://doi.org/10.47637/elsa.v18i2.290
- Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2022). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 25(1), 196–209. https://doi.org/10.1080/13670050.2019.1651819
- Ubaedillah, U., & Pratiwi, D. I. (2021). Utilization of Information Technology during the Covid-19 pandemic: Student’s Perception of Online Lectures. EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(2), 447–455. https://doi.org/10.31004/edukatif.v3i2.320
- Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
- Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the Role of Concentration, Vocabulary and Self-concept in Listening and Reading Comprehension. International Journal of Listening, 30(1–2), 25–46. https://doi.org/10.1080/10904018.2015.1065746
- Yang, E.-M. (2011). Korean College Students’ English Learning Motivation and Listening Proficiency. English Language & Literature Teaching, Vol. 17, No. 2.
References
Akhter, T. (2020). Problems and Challenges Faced by EFL Students of Saudi Arabia during COVID-19 Pandemic. Rupkatha Journal on Interdisciplinary Studies in Humanities, 12(5). https://doi.org/10.21659/rupkatha.v12n5.rioc1s23n5
Bailey, D., & Lee, R. A. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. CALL-EJ, 21, 178–198.
Buck, G. (2001). Assessing listening. Cambridge University Press.
Cheng, C., Lay, K.-L., Hsu, Y.-F., & Tsai, Y.-M. (2021). Can Likert scales predict choices? Testing the congruence between using Likert scale and comparative judgment on measuring attribution. Methods in Psychology, 5, 100081. https://doi.org/10.1016/j.metip.2021.100081
Dewaele, J.-M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research, 25(6), 922–945. https://doi.org/10.1177/13621688211014538
Elli̇alti, M., & Batur, Z. (2021). Academic Listening Skills of the International University Students in Turkey. International Journal of Education and Literacy Studies, 9(3), 20. https://doi.org/10.7575/aiac.ijels.v.9n.3p.20
Englander, M. (2012). The Interview: Data Collection in Descriptive Phenomenological Human Scientific Research. Journal of Phenomenological Psychology, 43(1), 13–35. https://doi.org/10.1163/156916212X632943
Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10(2), 113–117. https://doi.org/10.1016/j.jeap.2011.04.001
Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom.
Ivone, F. M., & Renandya, W. A. (2019). EXTENSIVE LISTENING AND VIEWING IN ELT. TEFLIN Journal - A Publication on the Teaching and Learning of English, 30(2), 237. https://doi.org/10.15639/teflinjournal.v30i2/237-256
Martin, F., & Bolliger, D. U. (2018). Engagement Matters: Student Perceptions on the Importance of Engagement Strategies in the Online Learning Environment. Online Learning, 22(1). https://doi.org/10.24059/olj.v22i1.1092
Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning .
Nguyen, M. T. (2020). Understanding Listening Comprehension Processing and Challenges Encountered: Research Perspectives. International Journal of English Language and Literature Studies, 9(2), 63–75. https://doi.org/10.18488/journal.23.2020.92.63.75
Novita, V., Abdullah, F., Rosmala, D., Silvani, D., & Hidayati, A. N. (2022). Students’ Learning Engagement in an Online Academic Listening and Speaking Class. J-SHMIC : Journal of English for Academic, 9(1), 87–102. https://doi.org/10.25299/jshmic.2022.vol9(1).8536
Nurani, S. G., & Widiati, U. (2021). Students’ Perception about The Online Listening Course During The COVID-19 Pandemic. . Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics, 8.
Oko, F. O. (2014). Impact of Teacher Motivation on Academic Performance of Students.
Revere, L., & Kovach, J. (2011). Online technologies for engaged learning: A meaningful synthesis for educators. The Quarterly Review of Distance Education, 12, 113–124.
Rose, H., Curle, S., Aizawa, I., & Thompson, G. (2020). What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education, 45(11), 2149–2161. https://doi.org/10.1080/03075079.2019.1590690
Selvi, K. (2010). Motivating factors in online courses. Procedia - Social and Behavioral Sciences, 2(2), 819–824. https://doi.org/10.1016/j.sbspro.2010.03.110
Suryanto, B. T., Arifin, H., & Al-Madani, K. (2021). Students’ Perceptions On Online Learning For Intermediate Listening Courses Through E-Learning During The Covid-19 Pandemic. PEDAGOGIK: Jurnal Pendidikan, 8(2), 387–417. https://doi.org/10.33650/pjp.v8i2.2938
Susilowati, R. (2020). The Challenges of Online Learning in Listening Class During Covid-19 Pandemic. Edukasi Lingua Sastra, 18(2), 56–72. https://doi.org/10.47637/elsa.v18i2.290
Thompson, G., Aizawa, I., Curle, S., & Rose, H. (2022). Exploring the role of self-efficacy beliefs and learner success in English medium instruction. International Journal of Bilingual Education and Bilingualism, 25(1), 196–209. https://doi.org/10.1080/13670050.2019.1651819
Ubaedillah, U., & Pratiwi, D. I. (2021). Utilization of Information Technology during the Covid-19 pandemic: Student’s Perception of Online Lectures. EDUKATIF : JURNAL ILMU PENDIDIKAN, 3(2), 447–455. https://doi.org/10.31004/edukatif.v3i2.320
Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191–210. https://doi.org/10.1017/S0261444807004338
Wolfgramm, C., Suter, N., & Göksel, E. (2016). Examining the Role of Concentration, Vocabulary and Self-concept in Listening and Reading Comprehension. International Journal of Listening, 30(1–2), 25–46. https://doi.org/10.1080/10904018.2015.1065746
Yang, E.-M. (2011). Korean College Students’ English Learning Motivation and Listening Proficiency. English Language & Literature Teaching, Vol. 17, No. 2.