EFL STUDENT’S DIFFICULTIES IN EXTENSIVE LISTENING ACTIVITIES: A THEMATIC CONTENT ANALYSIS
Abstract
The study of extensive listening (EL) is a comparatively new field in comparison to its peer, extensive reading (ER). Extensive listening itself can be defined as an engaging and enjoyable listening activity that is beneficial in increasing one’s listening comprehension. Although there have been extensive studies in regards to the field of listening in general, the field of extensive listening receives relatively little attention. This study aims to uncover the difficulties encountered by EFL students in their extensive listening activities, and to contribute itself to the present gap of studies concerning extensive listening, specifically difficulties encountered in it. This study involves twenty-three EFL students under the class of listening for General Communication 1, and conducts a thematic analysis on the participants’ questionnaire and interview responses. The findings showed that the difficulties encountered by the participants in their extensive listening activities can be divided into three major categories, namely comprehension difficulties, technical difficulties, and motivational difficulties.
References
Burns, A., & Siegel, J. (Eds.). (2018). International Perspectives on Teaching the Four Skills in ELT: Listening, Speaking, Reading, Writing. Springer International Publishing.
Chang, A. C.-S. (2018). Extensive listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching, (1st ed., pp. 1-6). John Wiley & Sons, Inc. 10.1002/9781118784235.eelt0564
Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal, 30(2), 237-256. http://dx.doi.org/10.15639/teflinjournal.v30i2/237-256
Kobayashi, A. (2020). Fostering learner autonomy in an EFL classroom through an action research by adapting extensive listening activities. Language Education & Technology, 91-120.
MacQueen, K. M., Guest, G., & Namey, E. E. (2012). Applied Thematic Analysis. SAGE Publications.
Nadhira, S., & Warni, S. (2021). Students’ listening difficulties in English as a foreign language learning at secondary school in Indonesian context. Advances in Social Science, Education and Humanities Research-Atlantis Press, 547, 186-193. https://dx.doi.org/10.2991/assehr.k.210430.029
Nawir, M. (2020). Utilizing videocast: fostering students' listening comprehension. English Teaching, Learning, and Research Journal, 6(1), 89-95. https://doi.org/10.24252/Eternal.V61.2020.A8
Nushi, M., & Orouji, F. (2020). Investigating EFL teachers’ views on listening difficulties among their learners: the case of Iranian context. SAGE Open, 1-16. 10.1177/2158244020917393
Rakhman, F. A., Tarjana, S. S., & Marmanto, S. (2019). Indonesian English department students listening difficulties and listening strategies. Indonesian Journal of Educational Research, 4(2), 60-67. https://doi.org/10.30631/ijer.v4i2.113
Renandya, W. A., & Farrell, T. S.C. (2011). Teacher, the tape is too fast!’ Extensive listening in ELT. ELT Journal, 65(1), 52-59. 10.1093/elt/ccq015
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. In English language teaching today (pp. 97-110). Routledge.
Saputra, Y., & Fatimah, A. S. (2018). The use of TED and YOUTUBE in extensive listening course: Exploring possibilities of autonomy learning. Indonesian Journal of English Language Teaching, 13(1), 73-84.
Saraswaty, D. R. (2018). Learner's difficulties and strategies in listening comprehension. English Community Journal, 2(1), 139-152. https://doi.org/10.32502/ECJ.V2I1.1003
Zhdanov, D., & Baklanov, P. (2020). Training English listening using e-learning resources. Arpha Proceedings, 2895-2908. 10.3897/ap.2.e2895
Zulfikar, Aulia, C. T., & Akmal, S. (2020). Exploring EFL students' problems in listening to English news broadcasts. Language Literacy: Journal of Linguistics, Literature and Language Teaching, 4(2), 340-352. 10.30743/ll.v4i2.2940
All articles published in English Review: Journal of English Education (ERJEE) are licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0).
Copyright Ownership
Authors retain the copyright of their articles and grant ERJEE the right of first publication. The journal is granted a non-exclusive license to publish, reproduce, and distribute the article in any format, medium, or platform, provided that proper credit is given to the original authors.
License Terms – CC BY 4.0
Under the Creative Commons Attribution 4.0 International License, others are free to:
- Share — copy and redistribute the material in any medium or format
- Adapt — remix, transform, and build upon the material for any purpose, even commercially
As long as they:
- Provide appropriate credit to the original author(s) and source
- Provide a link to the license (https://creativecommons.org/licenses/by/4.0/)
- Indicate if any changes were made
There are no restrictions on the reuse, reproduction, or adaptation of published articles as long as attribution is properly given.
Author Warranties
By submitting a manuscript to ERJEE, authors confirm that:
- The work is original and does not infringe any existing copyright.
- The manuscript has not been previously published and is not under consideration elsewhere.
- All sources and references are appropriately acknowledged.
- Necessary permissions have been obtained for any copyrighted materials used.
