EXPLORING STUDENTS' EXPERIENCES OF THE EXTENSIVE LISTENING ASSIGNMENTS: INSIGHTS FROM EFL LEARNERS
DOI:
https://doi.org/10.22460/eltin.v14i1.p231-242Abstract
Extensive Listening (EL) has been widely used as an approach to support listening development in language learning. This study explores ten university students’ experiences in completing EL assignments independently outside the classroom over one semester, focusing on key EL principles such as learner choice, regular listening practice, and meaning-focused understanding. A qualitative approach was employed using open-ended questionnaires, document analysis of students’ listening assignments, and semi-structured interviews. The findings show that students demonstrated active engagement through selecting suitable materials, practicing listening regularly, focusing on overall meaning, and responding to the listening task. Students reported positive learning experiences, increased motivation, and greater awareness of their listening development, although challenges related to vocabulary difficulty, time management, and consistency were also identified. The results suggest that EL assignments can support independent learning and meaningful engagement when aligned with learners’ needs and preferences, highlighting the importance of designing activities that encourage learners to practice the core principles of EL in authentic learning contexts.
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