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All Journal English Review: Journal of English Education Indonesian EFL Journal
Dwi Rara Saraswaty
Universitas Muhammadiyah Palembang, Indonesia
Humanities Languange, Linguistic, Communication & Media

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SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION AND ITS EFFECT ON EFL STUDENTS’ CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.173

Abstract

Abstract Critical listening is an essential higher-order academic skill for EFL learners, particularly in higher education contexts where students are required to engage with complex spoken discourse such as academic discussions. However, listening instruction often emphasizes surface-level comprehension rather than evaluative and interpretive processing. Grounded in schema theory, multimedia learning theory, and metacognitive listening theory, this study investigates the effect of schema-activated multimedia instruction on EFL students’ critical listening performance in academic discussion contexts. Employing a quantitative quasi-experimental design, the study involved two intact classes of undergraduate EFL students. The experimental group received instruction integrating prior knowledge activation and multimedia support within a metacognitive listening sequence, while the control group received conventional listening instruction. Data were collected through pre-test and post-test measures of critical listening performance and analyzed using descriptive and inferential statistics. The results reveal that students exposed to schema-activated multimedia instruction demonstrated significantly higher critical listening performance than those in the control group. The findings indicate that critical listening can be systematically developed through instructional design that integrates cognitive and pedagogical principles, contributing empirical evidence to EFL listening pedagogy in higher education contexts.
EXPLORING EFL STUDENTS’ PERCEPTIONS OF SCHEMA-ACTIVATED MULTIMEDIA INSTRUCTION FOR DEVELOPING CRITICAL LISTENING SKILLS Dwi Rara Saraswaty; Hadiyanto; Eddy Haryanto
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.135

Abstract

Critical listening is an advanced listening skill that requires learners to interpret, evaluate, and synthesize spoken information in academic discourse. However, listening instruction in many EFL contexts still relies heavily on audio-only materials, which may limit learners’ engagement in higher-order listening processes. This study explores EFL students’ perceptions of schema-activated multimedia instruction for developing critical listening skills. The study adopted an explanatory perception-focused mixed-methods design. The participants were 30 students from the experimental group of a larger instructional study in an Indonesian university. Quantitative data were collected through a 20-item closed-ended questionnaire, while qualitative data were obtained from six open-ended questionnaire items to provide explanatory insights into students’ learning experiences. Descriptive statistics were used to analyze the quantitative data, and thematic analysis was employed to interpret the qualitative responses. The results indicate that students demonstrated highly positive perceptions of schema-activated multimedia instruction across all instructional dimensions. Multimedia usage received the highest perception scores, followed by prior knowledge activation and critical listening support. Qualitative findings further revealed that schema activation enhanced cognitive readiness, multimedia support provided structural clarity and reduced cognitive load, and the instructional design encouraged metacognitive monitoring, confidence, and engagement during listening tasks. Overall, students perceived schema-activated multimedia instruction as more supportive and manageable than traditional audio-only listening activities. These findings highlight the importance of integrating schema activation and multimedia scaffolding in EFL listening instruction to facilitate learners’ engagement in higher-order listening processes, particularly critical listening in academic contexts.
Co-Authors Eddy Haryanto Hadiyanto Hadiyanto