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English Language and Literature International Conference (ELLiC) Proceedings
Published by Universitas Muhammadiyah Semarang
ISSN : 25797549     EISSN : 25797263     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Language and Literature International Conference (ELLiC) proceedings are the proceedings of an annual international conference named the English Language and Literature International Conference (ELLiC). The proceedings publish scientific articles in the following fields - language teaching, - linguistics, - literature, - translatio
Arjuna Subject : -
Articles 701 Documents
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Exploring EFL Students’ Perceptions of Strategic and Technology-Assisted Listening Practices: A Qualitative Descriptive Study Tanzila Israhayu; Siti Aimah; Testiana Deni Wijayatiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 9 (2026): Reconceptualizing Intercultural Education in the Age of Artificial Intelligence and Sy
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This study explores EFL students’ perceptions of strategic and technology-assisted listening practices in English listening activities. Using a qualitative descriptive design, the study involved five students from Universitas Muhammadiyah Semarang who had experienced listening tasks in classroom contexts. Data were collected through an open-ended questionnaire distributed via Google Forms and were analyzed thematically to identify students’ habits, experiences, challenges, emotional responses, and focus strategies. The findings indicate that students showed varied levels of metacognitive awareness before listening. Some were prepared by reading or finding materials, while others did not apply specific preparation strategies. Technology-assisted listening was generally perceived positively, particularly through videos, music, podcasts, and digital platforms such as Gemini, which helped students access varied and engaging input. However, students also reported difficulties with fast speech, unfamiliar accents, limited vocabulary, and discomfort with fully English-language materials. Emotional responses were mostly positive, although some students experienced boredom, sleepiness, or difficulty understanding the content. To maintain focus, students used personal strategies such as choosing quiet places, selecting interesting themes, preparing vocabulary, and creating comfortable learning conditions. These findings suggest that EFL listening instruction should combine metacognitive strategy training with appropriately scaffolded digital tools to support learner autonomy, engagement, and comprehension.

Page 71 of 71 | Total Record : 701

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