<![CDATA[This study aimed to examine students’ self-reported engagement and perceptions of task-based listening activities for top-down and bottom-up processing. A descriptive quantitative research design was employed involving 30 students who participated in six meetings using a listening worksheet (LKM). Data were collected through closed-ended questionnaires measuring five aspects of engagement and three aspects of perception and were analyzed using descriptive statistics. The findings indicated that students reported relatively high engagement with an overall mean score of 4.11 (SD = 0.55). Emotional engagement received the highest mean score (M = 4.64, SD = 0.13), whereas social engagement received the lowest (M = 3.36, SD = 0.27). Students also reported favorable perceptions with an overall mean score of 4.18 (SD = 0.32). Among the three perception aspects, task-based listening received the highest mean score (M = 4.40, SD = 0.24), followed by top-down processing (M = 4.13, SD = 0.33) and bottom-up processing (M = 3.95, SD = 0.25). These findings suggest that students viewed the task-based listening activities favorably and perceived them as providing opportunities to engage with contextual information. These findings highlight the importance of considering students’ perspectives when designing listening activities and creating opportunities for peer interaction and collaboration. ]]>
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