Students' Voices on Extensive Listening: Exploring Perceptions of Self-Selected Authentic Materials

Abstract

Extensive listening, a pedagogical approach emphasizing large quantities of comprehensible input and integration of self-selected authentic materials, is increasingly recognized for its potential in English as a Foreign Language (EFL) acquisition. This current study aims to investigate the perceptions of 17 second-semester English Education students at PSDKU Aru regarding the use of self-selected authentic materials in their extensive listening projects. Employing a qualitative research design, the study utilized a questionnaire distributed at the 12th meeting to gather insights from the students who regularly engaged in weekly projects involving self-selected authentic listening materials from various online sources. The findings reveal a predominantly positive perception among the students, particularly concerning increased engagement and a heightened sense of autonomy attributed to their freedom in material choice. The students consistently reported perceived improvements in their listening skills, including enhanced comprehension, note-taking abilities, and vocabulary acquisition, contributing to their overall English proficiency. There were some challenges faced by the students, such as a lack of vocabulary and difficulty in understanding what the speakers say because of accent, speech rate, and the use of idioms and slang. Also, it was challenging to select suitable materials. However, some strategies are proposed by the students to overcome the challenges. Overall, the study concludes that integrating self-selected authentic materials into extensive listening pedagogy is highly beneficial, fostering motivation, engagement, and effective skill development among EFL learners.