Developing listening skills in an academic context is essential as it requires students to acquire a sufficient number of vocabulary, which will enable them to comprehend the information provided in a text. This paper explores the challenges faced by twenty-seven EFL students in an Academic Listening course using a task-based language teaching framework (Nunan, 2004; Willis, 1996; Willis Willis, 2011). The data were collected from the students’ listening journals containing accounts of their experiences during the course. The data from the journals were analyzed qualitatively to identify the themes that emerged. The results of the analysis reveal various challenges encountered by the students: unfamiliar accents, fast speed of speech, and new vocabulary. The paper ends with a recommendation to investigate vocabulary learning strategies of spoken texts.

The purpose of this Series is to meet the needs of those interested in an in-depth analysis of current developments in education and schooling in the vast and diverse Asia-Pacific Region. The Series will be invaluable for educational researchers, policy makers and practitioners, who want to better understand the major issues, concerns and prospects regarding educational developments in the Asia-Pacific region.The Series complements the Handbook of Educational Research in the Asia-Pacific Region, with the elaboration of specific topics, themes and case studies in greater breadth and depth than is possible in the Handbook.Topics to be covered in the Series include: secondary education reform; reorientation of primary education to achieve education for all; re-engineering education for change; the arts in education; evaluation and assessment; the moral curriculum and values education; technical and vocational education for the world of work; teachers and teaching in society; organisation and management of education; education in rural and remote areas; and, education of the disadvantaged.Although specifically focusing on major educational innovations for development in the Asia-Pacific region, the Series is directed at an international audience.

This article aims at introducing CAT tools to those prospective translators who are familiarwith with the tools for the first time. Some of the CAT tools must be paid for while someothers are free. This article is to inform the readers about the list of free and paid CAT tools,advantages and disadvantages of those tools. One does not need special training for using afree CAT tool while using the paid CAT tools, one needs some special preparation. Thisarticle is going to focus more on Wordfast Pro as the second most widely used CAT toolsafter SDLTrados. Wordfast Pro is a paid software the functioning of which is based on thecreation of a Translation Memory which facilitates and speeds up the translator's work. Thisarticle is going to briefly explain the advantages of Wordfast Pro and the steps of using it.The translation example is presented to reveal the different translation results of Wordfast Proas a paid CAT tool and OmegaT as a free CAT tool. Therefore, the article will facilitate thosewho intend to know more about Wordfast Pro and start using it. Keywords: CAT tools, Wordfast Pro, OmegaT

Abstract. YouTube is a website that provides a lot of videos from all over the world. Then, YouTube also offers many benefits for the educational area, such as for learning a language. This study aimed to discover a private Senior High School second-grade students’ perceptions of using YouTube videos in language learning. The participants of this study consisted of ten second graders of language programs in that Senior High School. The data in this study were gathered by distributing open-ended questionnaires and doing some semi-structured interviews. This study found that YouTube has been very familiar to the students because most students watched YouTube every day for almost five hours. However, students faced some challenges and difficulties while learning the language through YouTube videos. Hopefully, this study can be useful for teachers and students to use YouTube effectively to learn languages.Keywords: YouTube; perceptions; language-program students; language learning.Abstrak. YouTube adalah sebuah situs internet yang menyediakan banyak video dari seluruh dunia. Situs ini menawarkan banyak manfaat dalam bidang pendidikan termasuk pembelajaran bahasa. Penelitian ini bertujuan untuk mengetahui persepsi siswa kelas dua sebuah SMA swasta tentang penggunaan video dari situs YouTube dalam pembelajaran bahasa. Responden penelitian ini terdiri dari sepuluh siswa kelas 2 dari sebuah program bahasa di SMA tersebut. Data diperoleh dari kuesioner “open-ended” dan juga wawancara “semi-structured”. Dari data, ditemukan bahwa YouTube sudah sangat dikenal dikalangan siswa karena sebagian besar siswa menonton vdeo YouTube setiap hari selama hampir lima jam. Namun demikian, ada juga beberapa tantangan dan kesulitan yang di hadapi siswa saat belajar bahasa melalui situs YouTube. Penelitian ini diharapkan bisa bermanfaat bagi guru maupun siswa dalam belajar bahasa melalui YouTube sebagai sarana belajar yang efektif.Kata kunci: YouTube, persepsi, mahasiswa program bahasa, pembelajaran bahasa