Extensive Listening Class on ELT Students‘ Perspectives

Abstract

Different language teaching experts have built a case in favour of extensive listening as an alternative approach that draws largely on the theoretical bases of and practical experiences from extensive reading. The current paper reports the experience of ELT students in Extensive Listening class in which they were supposed to find their own materials from the online media based on the broad topics given by the lecturer. This paper focuses on (1) students' perceptions related to the activities and materials; (2) students' problems during joining the lectures; (3) students' interests; and (4) students' view about the experience. The data were collected by using Likert-scale questionnaire.The students' perceptions show that the pedagogical implementation is positive which leads to a discussion of a number of implications.

Extensive Listening: Indonesian Teacher Educators’ and Student Teachers’ Perspectives and Experiences in Initial Teacher Education Context

“…By tapping into these readily available resources, educators not only expose student teachers to a variety of accents and speech patterns but also cater to their individual interests and preferences. This approach is in line with the belief of Iswahyuni and Gozali (2019) that EL offers benefits beyond language input and acquisition. It also plays a pivotal role in enhancing students' competence in language productive skills, such as speaking and writing which leads to a broader positive impact of EL on students' overall language proficiency.…”

Students’ Challenges and Strategies in Extensive Listening Class

“…Prastiyowati [9] said that Extensive Listening is one way to improve listening skills. In the Extensive Listening class, listening activities will help students increase their listening motivation [10].…”