INVESTIGATING EFL LECTURERS’ ATTITUDES TOWARDS YOUTUBE AS A TOOL FOR EXTENSIVE LISTENING
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Abstract
Abstract: In Indonesia, teaching English, especially listening, is barely knowledgeable to be taught in teaching-learning activities. Furthermore, some obstacles come along with teachers’ competencies on how to conduct listening skills in teaching-learning activities to support the obstacles solved. YouTube is a knowledgeable tool and one of the motivating and collaborative learning resources that can promote extensive listening activities. Lecturers can utilize it since extensive listening provides an engaging listening practice in line with the usage of YouTube. The article aims to investigate the EFL lecturers' attitudes towards using YouTube as a tool for extensive listening. Open-ended questionnaires and semi-structured interviews collect the leading information to grasp the lecturers' experience during the course implementation. Two of three lecturers were selected to be interviewed for further information from the answers to the open-ended questionnaire. The study employs thematic analysis with supporting Nvivo 12 to organize the data. The findings revealed that lecturers have positive opinions about using YouTube as a tool for extensive listening. The lecturers admitted that implementing YouTube as extensive listening promotes the enjoyment and exposure input by students for lecturers, amounts of learning materials used, accessibility of learning materials is effortless, and high motivation about teaching listening.Keywords: YouTube; extensive listening; lecturers; attitude
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References
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Angelia, C., & Juliaty, H. (2021). EFL learners’ attitude towards podcasts for extensive listening. LLT Journal: A Journal on Language and Language Teaching, 24(2), 650–668. https://doi.org/10.24071/llt.v24i2.3034
Ayu, L. P. (2016). YouTube videos in teaching listening: The benefits in experts’ views. Research in English and Education (READ), 1(2), 152–160.
Binarkaheni, S., Ismailia, T., & Rahmanita, M. (2022). Students’ perspective on extensive listening through YouTube. Journal of English in Academic and Professional Communication, 8(2), 51–58. https://doi.org/10.25047/jeapco.v8i2.3759
Buzzetto-More, N. A. (2014). An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 17–32. http://www.ijello.org/Volume10/IJELLOv10p017-032Buzzetto0437.pdf
Chang, A. C.-S. (2011). The effect of reading while listening to audiobooks: Listening fluency and vocabulary gain. Asian Journal of English Language Teaching, 21, 43–64.
Chang, A. C. S., & Millett, S. (2016). Developing L2 listening fluency through extended listening-focused activities in an extensive listening progamme. RELC Journal, 47(3), 349–362. https://doi.org/10.1177/0033688216631175
Cresswell, J. ., & Poth, C. N. . (2018). Qualitative inquiry & research design: Choosing among five approaches. In SAGE Publications (Vol. 1, Issue April).
Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136–141.
Educause. (2006). 7 things you should know about YouTube. In Scenario.
Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850–2861. https://ora.ox.ac.uk/objects/uuid:5304bf7f-6214-4939-9f1b-b64415d4fac1
Fauzanna, W. (2017). Listening journals for extensive listening practice of EFL students at Andalas University. Proceedings of the Fifth International Seminar on English Language Adn Teaching, 331–335. http://www.bbc.co.uk/learningenglish
Febriani, G., & Hafifah, G. N. (2019). Teachers’ beliefs and practices of using YouTube in EFL context in Muhammadiyah senior high schools of Surabaya. Humanities & Social Sciences Reviews, 7(3), 389–397.
Gavenila, E. I., Wulandari, M., & Renandya, W. A. (2021). Using TED talks for extensive listening. PASAA, 61, 147–175.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133. https://doi.org/10.5539/elt.v9n6p123
Gracella, J., & Rahman Nur, D. (2020). Students’ perception of English learning through YouTube application. Borneo Educational Journal (Borju), 2(1), 20–35. https://doi.org/10.24903/bej.v2i1.623
Graham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40, 44–60. https://doi.org/10.1016/j.tate.2014.01.007
Gunawan, M. H., Mandiri, I. C. P., Suherdi, D., Hanifa, E. S. D., & Gunawan, A. P. (2023). Exploring EFL students’ perception of the use of podcasts/TED Talks in extensive listening class. Indonesian EFL Journal (IEFLJ), 9(1), 43–52. https://doi.org/https://doi.org/10.25134/ieflj.v9i1.7486.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155.
Hapsari, Y., & Ratri, D. P. (2014). Extensive listening : Let students experience learning. Bahasa & Sastra, 14(2), 251–261.
Heale, R., & Twycross, A. (2018). What is a case study? In Evidence-Based Nursing (Vol. 21, Issue 1, pp. 7–8). https://doi.org/10.1136/eb-2017-102845
Hendar, & Amalia, A. (2024). Enhancing language teaching and learning through YouTube platforms: Students’ and teachers’ perception. Indonesian EFL Journal (IEFLJ), 10(1), 77–86.
Hidayah, B. (2022). The use of YouTube movie clips in teaching listening: Lecturer practice and students’ opinions. Edulitics Journal, 7(1), 36–42.
Hwaider, S. M. (2017). Problems of teaching the listening skill to Yemeni EFL learners. International Journal of Scientific and Research Publications, 7(6), 140–148. www.ijsrp.org
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
Kristanti, I. L., & Ni’amah, A. (2022). Students’ perception of listeninf material in extensive listening. Prosodi: Jurnal Ilmu Bahasa Dan Sastra, 16(1), 61–69. https://doi.org/10.21107/prosodi.v16i1.13456
Kusuma, I. P. I. (2022). “Why this and not that social media?” Reasons for using technology during online practice teaching. JALT CALL Journal, 18(2), 264–285. https://doi.org/10.29140/jaltcall.v18n2.593
Leod, M. (2007). Maslow ’ s Hierarchy of Needs. In Psychology.
Lestari, P. A., Kurniasari, R., & Riznanda, W. A. (2021). Analysing teachers’ difficulties in teaching listening comprehension. Jadila: Journal of Development and Innovation in Language and Literature Education, 21(1), 500–517. https://doi.org/10.1016/j.solener.2019.02.027
Lestari, P., Rohliah, L., Ningsih, W., & Hutagalung, G. U. (2023). Youtube: A teaching media to optimize students English listening comprehension skill. Global Expert: Jurnal Bahasa Dan Sastra, 11(1), 17–24. https://doi.org/10.36982/jge.v11i1.3210
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (third edition). SAGE Publications.
Mohammed, M. H. (2018). Challenges of learning English as a foreign language (EFL) by non-native learners. International Journal of Social Science and Economic Research, 03(04), 1381–1400. www.ijsser.org
Moriarty, J. (2011). Qualitative methods overview: Methods review 1.
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step rpocess of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18. https://doi.org/10.1177/16094069231205789
Nyakundi, E. N., Raburu, P. A., & Okwara, M. O. (2019). Influence of teacher motivation to academic performance of pupils in primary schools in Kenya. International Journal of Applied Psychology, 2019(2), 74–79. https://doi.org/10.5923/j.ijap.20190902.04
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12–28. https://doi.org/10.1111/j.1540-4781.1994.tb02011.x
Pamuji, K. D., Waring, R., & Kurniawan, E. (2019). EFL teachers’ experiences in developing L2 proficiency through extensive listening. TEFLIN Journal, 30(2), 257–273. https://doi.org/10.15639/teflinjournal.v30i2/257-273
Povey, E. (2016). Extensive listening: pedagogy, resources, and tools. International Journal of Educational Investigations, 3(7), 35–49. www.ijeionline.com
Pratama, S. H. S., Arifin, R. A., & Widianingsih, A. W. S. (2020). The use of YouTube as a learning tool in teaching listening skill. International Journal of Global Operations Research, 1(3), 123–129. https://doi.org/10.47194/ijgor.v1i3.56
Rahmi, R. (2024). Exploring the factors behind the lack of interest on teaching among indonesian EFL studenrs teachers: Motivations and identities. Indonesian EFL Journal (IEFLJ), 10(1), 1–10. https://doi.org/
Renandya, W. A. (2012). Materials and methods for extensive listening. Plenary Paper Presentation-59th TEFLIN International Conference, 1–7. https://www.academia.edu/2462863/Materials_and_Methods_for_Extensive_Listening
Renandya, W. A., & Farrell, T. S. C. (2010). “Teacher, the tape is too fast!” extensive listening in ELT. ELT Journal Advance Access, 1–8. https://doi.org/10.1093/elt/ccq015
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. English Language Education, 5, 97–110. https://doi.org/10.1007/978-3-319-38834-2_8
Resmini, S. (2019). EFL students’ perception towards the use of bahasa Indonesia in an English classroom. ELTIN JOURNAL, 7(1), 12. https://doi.org/10.22460/eltin.v7i1.p12-22
Saputra, Y., & Fatimah, A. S. (2018). The use of TED and YouTube in extensive listening: Exploring possibilities of autonomy learning. Indonesian JELT: Indonesian Journal of English Language Teaching, 13(1), 73–84. https://doi.org/10.25170/ijelt.v13i1.1451
Sembiring, H. T. R., & Katemba, C. V. (2023). The use of YouTube English educational videos in improving listening comprehension. Journey: Journal of English Language and Pedagogy, 6(1), 161–170. https://doi.org/10.33503/journey.v6i1.2681
Setiyadi, A. B. (2020). Teaching English as a foreign Language (second edition). In Educational Forum. https://doi.org/10.1080/00131726709338061
Sirait, D., Harahap, Y. S., & Handayani, A. T. (2021). The use of YouTube-based interactive learning media in learning english in the new normal era. European Journal of English Language Teaching, 6(4), 10–16. https://doi.org/10.46827/ejel.v6i4.3703
Takaesu, A. (2014). TED Talks as an extensive listening resource for EAP students. Language Education in Asia, 4(2), 150–162. https://doi.org/10.5746/leia/13/v4/i2/a05/takaesu
Tan, E., & Pearce, N. (2011). Open education videos in the classroom: Exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology. ALT-C11 Conference Proceedings, 19(SUPPL.1), 125–133. https://doi.org/10.3402/rlt.v19s1/7783
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
Utomo, S., Kusmaryati, S. E., & Sulistyowati, T. (2019). The challenges and difficulties in teaching listening: An exploratory research in a junior school in Kudus. Language Circle: Journal of Language and Literature, 14(1), 27–38. https://doi.org/10.15294/lc.v14i1.19471
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. In Routledge. https://doi.org/10.4324/9780203843376
Vo, Y. (Ingrid). (2010). Developing Extensive Listening for EFL Learners Using Internet Resources Yen ( Ingrid ) Vo. Hawaii Pacific University TESOL Working Paper Series, 29–51.
Windrawati, S. P., & Asrori. (2022). Teachers perception on teaching listening in senior high school. JOURNAL ON TEACHER EDUCATION (JOTE), 3(3), 90–98.
Yeh, C.-C. (2017). An investigation of a podcast learning project for extensive listening. Language Education in Asia, 87–107. https://doi.org/10.5746/leia/13/v4/i2/a04/yeh
Yin, R. K. (2015). Case study research: Design and methods. SAGE Publications.
Yin, R. K. (2018). Case study research and applications: Design and methods. In Journal of Hospitality & Tourism Research (Vol. 53, Issue 5). https://doi.org/10.1177/109634809702100108
Angelia, C., & Juliaty, H. (2021). EFL learners’ attitude towards podcasts for extensive listening. LLT Journal: A Journal on Language and Language Teaching, 24(2), 650–668. https://doi.org/10.24071/llt.v24i2.3034
Ayu, L. P. (2016). YouTube videos in teaching listening: The benefits in experts’ views. Research in English and Education (READ), 1(2), 152–160.
Binarkaheni, S., Ismailia, T., & Rahmanita, M. (2022). Students’ perspective on extensive listening through YouTube. Journal of English in Academic and Professional Communication, 8(2), 51–58. https://doi.org/10.25047/jeapco.v8i2.3759
Buzzetto-More, N. A. (2014). An examination of undergraduate student’s perceptions and predilections of the use of YouTube in the teaching and learning process. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 17–32. http://www.ijello.org/Volume10/IJELLOv10p017-032Buzzetto0437.pdf
Chang, A. C.-S. (2011). The effect of reading while listening to audiobooks: Listening fluency and vocabulary gain. Asian Journal of English Language Teaching, 21, 43–64.
Chang, A. C. S., & Millett, S. (2016). Developing L2 listening fluency through extended listening-focused activities in an extensive listening progamme. RELC Journal, 47(3), 349–362. https://doi.org/10.1177/0033688216631175
Cresswell, J. ., & Poth, C. N. . (2018). Qualitative inquiry & research design: Choosing among five approaches. In SAGE Publications (Vol. 1, Issue April).
Day, R., & Bamford, J. (2002). Top ten principles for teaching extensive reading. Reading in a Foreign Language, 14(2), 136–141.
Educause. (2006). 7 things you should know about YouTube. In Scenario.
Elliott, V. (2018). Thinking about the coding process in qualitative data analysis. The Qualitative Report, 23(11), 2850–2861. https://ora.ox.ac.uk/objects/uuid:5304bf7f-6214-4939-9f1b-b64415d4fac1
Fauzanna, W. (2017). Listening journals for extensive listening practice of EFL students at Andalas University. Proceedings of the Fifth International Seminar on English Language Adn Teaching, 331–335. http://www.bbc.co.uk/learningenglish
Febriani, G., & Hafifah, G. N. (2019). Teachers’ beliefs and practices of using YouTube in EFL context in Muhammadiyah senior high schools of Surabaya. Humanities & Social Sciences Reviews, 7(3), 389–397.
Gavenila, E. I., Wulandari, M., & Renandya, W. A. (2021). Using TED talks for extensive listening. PASAA, 61, 147–175.
Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988
Gilakjani, A. P., & Sabouri, N. B. (2016). Learners’ listening comprehension difficulties in English language learning: A literature review. English Language Teaching, 9(6), 123–133. https://doi.org/10.5539/elt.v9n6p123
Gracella, J., & Rahman Nur, D. (2020). Students’ perception of English learning through YouTube application. Borneo Educational Journal (Borju), 2(1), 20–35. https://doi.org/10.24903/bej.v2i1.623
Graham, S., Santos, D., & Francis-Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40, 44–60. https://doi.org/10.1016/j.tate.2014.01.007
Gunawan, M. H., Mandiri, I. C. P., Suherdi, D., Hanifa, E. S. D., & Gunawan, A. P. (2023). Exploring EFL students’ perception of the use of podcasts/TED Talks in extensive listening class. Indonesian EFL Journal (IEFLJ), 9(1), 43–52. https://doi.org/https://doi.org/10.25134/ieflj.v9i1.7486.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113–155.
Hapsari, Y., & Ratri, D. P. (2014). Extensive listening : Let students experience learning. Bahasa & Sastra, 14(2), 251–261.
Heale, R., & Twycross, A. (2018). What is a case study? In Evidence-Based Nursing (Vol. 21, Issue 1, pp. 7–8). https://doi.org/10.1136/eb-2017-102845
Hendar, & Amalia, A. (2024). Enhancing language teaching and learning through YouTube platforms: Students’ and teachers’ perception. Indonesian EFL Journal (IEFLJ), 10(1), 77–86.
Hidayah, B. (2022). The use of YouTube movie clips in teaching listening: Lecturer practice and students’ opinions. Edulitics Journal, 7(1), 36–42.
Hwaider, S. M. (2017). Problems of teaching the listening skill to Yemeni EFL learners. International Journal of Scientific and Research Publications, 7(6), 140–148. www.ijsrp.org
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
Kristanti, I. L., & Ni’amah, A. (2022). Students’ perception of listeninf material in extensive listening. Prosodi: Jurnal Ilmu Bahasa Dan Sastra, 16(1), 61–69. https://doi.org/10.21107/prosodi.v16i1.13456
Kusuma, I. P. I. (2022). “Why this and not that social media?” Reasons for using technology during online practice teaching. JALT CALL Journal, 18(2), 264–285. https://doi.org/10.29140/jaltcall.v18n2.593
Leod, M. (2007). Maslow ’ s Hierarchy of Needs. In Psychology.
Lestari, P. A., Kurniasari, R., & Riznanda, W. A. (2021). Analysing teachers’ difficulties in teaching listening comprehension. Jadila: Journal of Development and Innovation in Language and Literature Education, 21(1), 500–517. https://doi.org/10.1016/j.solener.2019.02.027
Lestari, P., Rohliah, L., Ningsih, W., & Hutagalung, G. U. (2023). Youtube: A teaching media to optimize students English listening comprehension skill. Global Expert: Jurnal Bahasa Dan Sastra, 11(1), 17–24. https://doi.org/10.36982/jge.v11i1.3210
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook (third edition). SAGE Publications.
Mohammed, M. H. (2018). Challenges of learning English as a foreign language (EFL) by non-native learners. International Journal of Social Science and Economic Research, 03(04), 1381–1400. www.ijsser.org
Moriarty, J. (2011). Qualitative methods overview: Methods review 1.
Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A Step-by-Step rpocess of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1–18. https://doi.org/10.1177/16094069231205789
Nyakundi, E. N., Raburu, P. A., & Okwara, M. O. (2019). Influence of teacher motivation to academic performance of pupils in primary schools in Kenya. International Journal of Applied Psychology, 2019(2), 74–79. https://doi.org/10.5923/j.ijap.20190902.04
Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. The Modern Language Journal, 78(1), 12–28. https://doi.org/10.1111/j.1540-4781.1994.tb02011.x
Pamuji, K. D., Waring, R., & Kurniawan, E. (2019). EFL teachers’ experiences in developing L2 proficiency through extensive listening. TEFLIN Journal, 30(2), 257–273. https://doi.org/10.15639/teflinjournal.v30i2/257-273
Povey, E. (2016). Extensive listening: pedagogy, resources, and tools. International Journal of Educational Investigations, 3(7), 35–49. www.ijeionline.com
Pratama, S. H. S., Arifin, R. A., & Widianingsih, A. W. S. (2020). The use of YouTube as a learning tool in teaching listening skill. International Journal of Global Operations Research, 1(3), 123–129. https://doi.org/10.47194/ijgor.v1i3.56
Rahmi, R. (2024). Exploring the factors behind the lack of interest on teaching among indonesian EFL studenrs teachers: Motivations and identities. Indonesian EFL Journal (IEFLJ), 10(1), 1–10. https://doi.org/
Renandya, W. A. (2012). Materials and methods for extensive listening. Plenary Paper Presentation-59th TEFLIN International Conference, 1–7. https://www.academia.edu/2462863/Materials_and_Methods_for_Extensive_Listening
Renandya, W. A., & Farrell, T. S. C. (2010). “Teacher, the tape is too fast!” extensive listening in ELT. ELT Journal Advance Access, 1–8. https://doi.org/10.1093/elt/ccq015
Renandya, W. A., & Jacobs, G. M. (2016). Extensive reading and listening in the L2 classroom. English Language Education, 5, 97–110. https://doi.org/10.1007/978-3-319-38834-2_8
Resmini, S. (2019). EFL students’ perception towards the use of bahasa Indonesia in an English classroom. ELTIN JOURNAL, 7(1), 12. https://doi.org/10.22460/eltin.v7i1.p12-22
Saputra, Y., & Fatimah, A. S. (2018). The use of TED and YouTube in extensive listening: Exploring possibilities of autonomy learning. Indonesian JELT: Indonesian Journal of English Language Teaching, 13(1), 73–84. https://doi.org/10.25170/ijelt.v13i1.1451
Sembiring, H. T. R., & Katemba, C. V. (2023). The use of YouTube English educational videos in improving listening comprehension. Journey: Journal of English Language and Pedagogy, 6(1), 161–170. https://doi.org/10.33503/journey.v6i1.2681
Setiyadi, A. B. (2020). Teaching English as a foreign Language (second edition). In Educational Forum. https://doi.org/10.1080/00131726709338061
Sirait, D., Harahap, Y. S., & Handayani, A. T. (2021). The use of YouTube-based interactive learning media in learning english in the new normal era. European Journal of English Language Teaching, 6(4), 10–16. https://doi.org/10.46827/ejel.v6i4.3703
Takaesu, A. (2014). TED Talks as an extensive listening resource for EAP students. Language Education in Asia, 4(2), 150–162. https://doi.org/10.5746/leia/13/v4/i2/a05/takaesu
Tan, E., & Pearce, N. (2011). Open education videos in the classroom: Exploring the opportunities and barriers to the use of YouTube in teaching introductory sociology. ALT-C11 Conference Proceedings, 19(SUPPL.1), 125–133. https://doi.org/10.3402/rlt.v19s1/7783
Thomas, D. R. (2006). A general inductive approach for analyzing qualitative evaluation data. American Journal of Evaluation, 27(2), 237–246. https://doi.org/10.1177/1098214005283748
Utomo, S., Kusmaryati, S. E., & Sulistyowati, T. (2019). The challenges and difficulties in teaching listening: An exploratory research in a junior school in Kudus. Language Circle: Journal of Language and Literature, 14(1), 27–38. https://doi.org/10.15294/lc.v14i1.19471
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. In Routledge. https://doi.org/10.4324/9780203843376
Vo, Y. (Ingrid). (2010). Developing Extensive Listening for EFL Learners Using Internet Resources Yen ( Ingrid ) Vo. Hawaii Pacific University TESOL Working Paper Series, 29–51.
Windrawati, S. P., & Asrori. (2022). Teachers perception on teaching listening in senior high school. JOURNAL ON TEACHER EDUCATION (JOTE), 3(3), 90–98.
Yeh, C.-C. (2017). An investigation of a podcast learning project for extensive listening. Language Education in Asia, 87–107. https://doi.org/10.5746/leia/13/v4/i2/a04/yeh
Yin, R. K. (2015). Case study research: Design and methods. SAGE Publications.
Yin, R. K. (2018). Case study research and applications: Design and methods. In Journal of Hospitality & Tourism Research (Vol. 53, Issue 5). https://doi.org/10.1177/109634809702100108