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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa LingTera
Andri Wardana
Mae Fah Luang University
Education Languange, Linguistic, Communication & Media

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Investigating EFL Undergraduate Learners' Preferred Input and Tasks for Extensive Listening in Digital Learning Rizaldy Hanifa; Honesty Yonanda Ayudhia; Devy Kurnia Alamsyah; Andri Wardana; Siti Rahimah Yusra
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 19, No 2 (2025)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v19i2.133294

Abstract

This study investigates university students' preferences regarding listening inputs and tasks in Extensive Listening (EL) activities within an English as a Foreign Language (EFL) context, emphasizing the impact of Information and Communication Technology (ICT) on language acquisition. The main objective was to identify engaging and effective English Language inputs and tasks that facilitate language comprehension. Data were collected from 217 EFL students in the English Language and Literature Department at a state university in West Sumatera using an online questionnaire consisting of 63 closed-ended items, which were analyzed through descriptive statistics. The findings indicate a preference among students for well-organized materials, a moderate speech rate, and exposure to various accents. Students found familiar topics and concrete information easier to comprehend; however, they valued the intellectual engagement provided by abstract or novel themes. Learners appreciated visual aids and acknowledged the cognitive advantages of audio-only exercises, highlighting the importance of a balanced approach in educational design. These insights indicate that educators ought to integrate explicit instruction with opportunities for independent learning by providing a range of listening materials suited to various comprehension levels. To improve engagement and learning outcomes, English Language activities must incorporate both familiar and innovative content, along with diverse linguistic elements that challenge and support the development of students' listening skills. This approach may cultivate a more dynamic, ICT-enhanced learning environment that effectively enhances EFL listening proficiency.
Interaction and language development through group work: Indonesian EFL learners’ perspectives at an Australian university Siti Rahimah Yusra; Rizaldy Hanifa; Andri Wardana; Riki Muhamanda
LingTera Vol. 13 No. 1 (2026)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v13i1.95128

Abstract

This study investigates how Indonesian EFL learners are supported by group work interactions during study abroad at an Australian university. The study employed a descriptive qualitative design, driven by the Interaction Hypothesis, the Output Hypothesis, and Sociocultural Theory. Data were collected from a questionnaire completed by 15 graduate students. The questionnaire consisted of 19 Likert items and three open-ended questions addressing performance, learning opportunities, and language comprehension. Open-ended responses were discussed qualitatively with little inference, while Likert-type results were summarized descriptively. Regular group work increased speaking opportunities, enhanced lexical acquisition through peer modeling and simple explanations, and encouraged metacognitive regulation, as well as boosting communicative confidence. However, perceived gains in complexity and accuracy were inconsistent, reflecting differing perspectives on corrective feedback, unequal psychological safety, and challenges arising from peer dominance and peer grouping. Maximum benefits may be obtained when roles equalize access to task scope, tasks require joint approval, feedback is delivered through self-respect-preserving scripts, brief planning–monitoring–evaluation checkpoints are inserted, and peer networks extend beyond nationality-based circles. This study explains how peer interactions are transformed by modified input, encouraged output, and mediated participation in a multilingual and multicultural higher education environment by centering lived experiences and identifying sociocultural moderators.
Co-Authors Devy Kurnia Alamsyah Honesty Yonanda Ayudhia Riki Muhamanda Rizaldy Hanifa Siti Rahimah Yusra