Integrating TPACK in Extensive Listening: Teachers’ Experiences

Abstract

In March 2020 and the global outbreak of the coronavirus prompted the government to adjust its policies including the closure of educational institutions and swiftly shift to online learning. The aim of the research study was to describe the experiences of three English-language lecturers who taught listening during the Covid-19 Pandemic.It examines the challenges faced, including the shift to distance education, the preparation of teaching materials, and the navigation of unexpected obstacles. This research used collaborative auto-ethnography (CAE) as a qualitative study. This method involves the collaboration between the first, second, and third authors to gain understanding and insight into their shared experience. The data collection process was conducted in early 2021. After we taught extensive listening in the 3rd semester of the academic year 2020-2021. For collecting the data we used the story of our experience in a narrative inquiry, photo voice, and semi-structured interview that was analyzed using a thematic analysis. Thefindings of this study, from the experiences of the three authors as lecturers indicate that the epidemic situation is not a barrier to contributing positively to the world of education. One of the positive effects is that it can increase the creativity of teachers or lecturers in developing teaching materials and using TPACK and also help students evaluate concepts and theories more critically. This study also reveals that, despite experiencing problems such as unstable internet signals in their respective areas, teachers and lecturers are able to adapt to both academic and non-academic environments.

Amplifying Proficiency: Unearthing the Impact of Extensive Listening on Student Listening Skills

“…To begin with, extensive listening has proven to be instrumental in enhancing students' listening competence. Extensive listening enables students to better interact with audio-based educational resources such as learning materials (Kurniawati et al, 2023), multimedia (Setyawan et al, 2022), podcasts (Angelia & Juliaty, 2021;Gökmen, 2021;Gonulal, 2020;Hakobyan, 2023), YouTube (Pamuji & Setyarini, 2021;Saputra & Fatimah, 2018), and other platforms, thereby empowering them to assume responsibility for their own educational progress. Chang et al (2019) emphasize that frequent, successful, and enjoyable experiences can be a key factor in motivating learners to develop their own listening fluency.…”

“…It plays an important role (Harmer, 1998;Rost, 2011) in building confidence and listening pleasure in the target language (Öztürk & Tekin, 2019;Pamuji et al, 2019;Saputra & Fatimah, 2018). It can lead students to learn independently with several online materials that are shared and accessed by teachers according to student needs (Kurniawati et al, 2023;Le & Pham, 2020).…”

“…Multiple previous studies have consistently demonstrated the value of incorporating prolonged listening into listening skills instruction. This approach not only provides an enjoyable learning experience but also significantly enhances learners' comprehension abilities, ultimately leading to improved learning outcomes (Gavenila et al, 2021;Ivone & Renandya, 2019;Kurniawati et al, 2023;Öztürk & Tekin, 2019;Su et al, 2021).…”