MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS
Main Article Content
Abstract
Listening comprehension is a crucial component of language learning, with extensive listening (EL) recognized as an effective strategy for language learners. However, the majority of listening resources in classrooms are often limited to audio-only formats, presenting challenges for students. This study explores the potential of multimodality, defined as the combined utilization of various communication modalities, in enhancing the EL experience. Despite the increasing research on multimodality in language education, a notable gap exists in understanding how students perceive the combined use of multiple modes, especially in EL classes. This research employed a case study design involving EFL students in a public university in Indonesia. The study utilized course reflections which served as open-ended questionnaires, and semi-structured interviews to gather insights into students’ perceptions and challenges related to multimodal materials in EL instruction. The findings reveal that students generally find multimodality beneficial in understanding the context of EL materials. However, challenges arise when there are too many modes, leading to distractions and reduced effectiveness. This research contributes to addressing the research gap and emphasizes the importance of examining students’ perceptions and challenges in the context of EL classrooms employing multimodality.
Article Details
How to Cite
Fitri, S. A., Gunawan, M. H., & Nurlaelawati, I. (2025). MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS. English Review: Journal of English Education, 13(1), 269-278. https://doi.org/10.25134/erjee.v13i1.9706
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Setyawan, D., Ivone, F. M., & Suryati, N. (2022). Learners’ preferences of multimedia resources in an extensive listening program. LLT Journal: A Journal on Language and Language Learning, 25(1), 23-37.
Shaojie, T., Samad, A. A., & Ismail, L. (2022). Systematic literature review on audio-visual multimodal input in listening comprehension. Frontiers in Psychology, 13, 1-11. https://doi.org/10.3389/fpsyg.2022.980133.
Solanon, S. O., Idong, C. A. D., San Jose, A. E., & Concepcion, M. G. R. (2020). Heeding to English music and songs enhances listening skills. International Journal of New Economics and Social Sciences, 2(12). https://doi.org/0.5604/01.3001.0014.6887.
Winiharti, M., & Herlina, C. (2017). Audio only or video? Multimodality for listening comprehension. Advances in Social Science, Education and Humanities Research, 82, 189-192. https://doi.org/10.2991/conaplin-16.2017.41.
Yin, R. K. (2018). Case study research and its applications: Design and methods (6th ed.).
Sage Publications.
http://dx.doi.org/10.1080/17501229.2013.836207.
Arono. (2014). Improving students’ listening skill through interactive multimedia in Indonesia. Journal of Language Teaching and Research, 5(1), 63-69.
https://doi.org/10.4304/jltr.5.1.63-69.
Campoy-Cubillo, M. C. (2019). Functional diversity and the multimodal listening construct,
European Journal of Special Needs Education, 34(2), 204-219. https://doi.org/10.1080/08856257.2019.1581402.
Creswell, J.W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson.
Grapin, S. E. (2019). Multimodal teaching and learning. In Chapelle, C. A. (Ed.) The concise encyclopedia of applied linguistics (pp. 811-815). Wiley Blackwell.
Gunawan, M. H., Mandiri, I. C. P., Suherdi, D., Hanifa, E. S. D., & Gunawan, A. P. (2023a). Exploring EFL students’ perceptions of the use of podcasts/TED Talks in extensive listening class. Indonesian EFL Journal, 9(1), 43-52.
https://doi.org/10.25134/ieflj.v9i1.7486
Gunawan, M. H., Hanifa, E. S. D., Gunawan, A. P., & Suherdi, D. (2023b). The use of Google sites in extensive listening classroom: Students’ voices. English Review: Journal of English Education, 11(2), 365-378.
https://doi.org/10.25134/erjee.v11i2.8225
Gunawan, M. H., Damayanti, H., Hanifa, E. S. D., Gunawan, A. P., & Suherdi, D. (2023c). Enhancing EFL learning through podcast audio-assisted listening. Indonesian EFL Journal, 9(2), 109-122. https://doi.org/10.25134/ieflj.v9i2.8782.
Hanifa, E. S. D., Yusuf, F. N., & Gunawan, M. H. (2024). Students’ voices on e-portfolio-based English listening assessment using Google Sites. Journal of Applied Linguistics and Literacy, 8(1), 102-131.
Ivan, M. N., & Indah, R. N. (2021). Music and seventh graders’ listening proficiency: Does Islamic song work?. Journal of English Language and Education, 6(2), 51-58. https://doi.org/10.31004/jele.v6i2.153.
Ivone, F. M., & Renandya, W. A. (2019). Extensive listening and viewing in ELT. TEFLIN Journal, 30(2), 237-256. https://doi.org/10.15639/teflinjournal.v30i2/237-256.
Jewitt, C. (2012). Multimodal teaching and learning. In Chapelle, C.A. (Ed.). The encyclopaedia of applied linguistics, 1-5. Blackwell Publishing.
Kiger, M. E., & Varpio, L. (2020). Thematic analysis of qualitative data: AMEE Guide No.
131. Medical Teacher, 42(8), 846–854.
https://doi.org/10.1080/0142159X.2020.175503 0.
Kress, G., & van Leeuwen, T. (2006). Reading images: The grammar of visual design (2nd ed.). Routledge.
Lee, H. C. (2014) Using an arts-integrated multimodal approach to promote English learning.
English Teaching: Practice and Critique, 13(2), 55-75.
Lestary, N. L. G. W. (2019). The use of songs to improve students’ listening comprehension ability. Yavana Bhasha: Journal of English Language Education, 2(2), 34-45.
https://doi.org/10.25078/yb.v2i2.1024.
Li, C.H. (2015). A comparative study of video presentation modes in relation to L2 listening success. Technology, Pedagogy and Education, 25(3), 301-315.
http://dx.doi.org/10.1080/1475939X.2015.1035318.
Mandiri, I. C. P., Gunawan, M. H., & Suharno. (2022). EFL student’s difficulties in extensive listening activities: a thematic content analysis. English Review: Journal of English Education, 10(2), 393-400. https://doi.org/10.25134/erjee.v10i2.6240.
Mayer, R. E. (2002). Multimedia learning. Psychology of Learning and Motivation, 41, 85–139.
Maqableh, M., & Alia, M. (2021). Evaluation online learning of undergraduate students under lockdown amidst COVID 19 pandemic: the online learning experience and students’ satisfaction. Children and Youth Services Review, 128.
https://doi.org/10.1016/j.childyouth.2021.106160.
Oktalia, D., & Drajati, N. A. (2018). English teachers’ perceptions of text to speech software and Google Site in an EFL Classroom: What English teachers really think and know.
International Journal of Education and Development using Information and Communication Technology (IJEDICT), 14(3), 183-192.
Pamuji, K. D., Waring, R. & Kurniawan, E. (2019). EFL teachers’ experiences in developing L2 proficiency through extensive listening. TEFLIN Journal, 30(2), 257-273. http://dx.doi.org/10.15639/teflinjournal.v30i2/257-273.
Preiser, R., García, M. M., Hill, L., & Klein, L. (2021). Qualitative content analysis. In Biggs, R., de Vos, A., Preiser, R., Clements, H., Maciejewski, K., & Schlüter (Eds.). The Routledge handbook of research methods for social-ecological systems (pp. 270–281). Routledge.
Rachmaniputri, F. I., Purnawarman, P., Gunawan, M. H. (2020). Students’ perceptions towards the use of podcasts in listening class. Advances in Social Science, Education and Humanities Research, 546, 179-187. https://doi.org/10.2991/assehr.k.210427.028.
Quyen, B. T. T. (2020). English majors’ perceptions of their teachers’ use of ICT in teaching of Listening-Speaking courses at Ho Chi Minh City Open University. Ho Chi Minh City Open University Journal of Science, 10(2), 68-77.
https://doi.org/10.46223/HCMCOUJS.soci.en.10.2.550.2020.
Setyawan, D., Ivone, F. M., & Suryati, N. (2022). Learners’ preferences of multimedia resources in an extensive listening program. LLT Journal: A Journal on Language and Language Learning, 25(1), 23-37.
Shaojie, T., Samad, A. A., & Ismail, L. (2022). Systematic literature review on audio-visual multimodal input in listening comprehension. Frontiers in Psychology, 13, 1-11. https://doi.org/10.3389/fpsyg.2022.980133.
Solanon, S. O., Idong, C. A. D., San Jose, A. E., & Concepcion, M. G. R. (2020). Heeding to English music and songs enhances listening skills. International Journal of New Economics and Social Sciences, 2(12). https://doi.org/0.5604/01.3001.0014.6887.
Winiharti, M., & Herlina, C. (2017). Audio only or video? Multimodality for listening comprehension. Advances in Social Science, Education and Humanities Research, 82, 189-192. https://doi.org/10.2991/conaplin-16.2017.41.
Yin, R. K. (2018). Case study research and its applications: Design and methods (6th ed.).
Sage Publications.