Speakers
Description
Listening is widely acknowledged as a foundational component of language learning, contributing significantly to the development of overall language proficiency. To help learners strengthen their listening competence, various instructional approaches have been introduced, among which Extensive Listening has attracted increasing attention. Extensive Listening focuses on exposing learners to substantial amounts of comprehensible and engaging input. By encouraging repeated and meaningful listening practice, it is regarded as an effective approach for improving listening fluency and promoting learner autonomy. This study investigates how first-year English-major students engage with Extensive Listening in practice, focusing on the materials, strategies, and behaviors they adopt throughout the listening process. A mixed-methods design was employed, incorporating a post-intervention questionnaire administered to 128 participants and follow-up interviews with twelve students. The data were analyzed within a three-phase pedagogical framework: pre-listening, while-listening, and post-listening This structure enabled a detailed exploration of how learners prepare for, engage with, and reflect on Extensive Listening tasks. Findings indicate that students commonly selected listening materials based on interest or language level, with digital platforms such as YouTube and podcasts being the most frequently used. Strategies such as pausing, re-listening, note-taking, and using subtitles were widely employed to support comprehension. Despite active engagements, students reported persistent difficulties, particularly with understanding fast speech, unfamiliar accents, and maintaining consistent motivation. The study concludes that while learners show willingness and creativity in implementing Extensive Listening, structured pedagogical support remains essential. These findings offer practical implications for EFL educators seeking to integrate Extensive Listening into early university curricula.
Biography
I am currently a fourth-year student majoring in English Language Teaching at Quy Nhon University. Throughout my studies, I have developed a strong interest in language skills development, especially in listening—an area many learners find challenging yet essential for overall proficiency. This growing interest led me to conduct my first research project, which explores how first-year English majors engage with Extensive Listening practices in real learning contexts. My study focuses on the materials students choose, the strategies they adopt, and the difficulties they face when using Extensive Listening as part of their language development. The process of doing this research has allowed me to deepen my understanding of learner-centered approaches and has motivated me to further explore how instructional practices can better support student autonomy and engagement. This research is grounded in both quantitative and qualitative data collection and reflects my commitment to bridging classroom theory with real-world student experiences. Joining the VietTESOL International Convention 2025 offers a valuable opportunity for me to share my initial research experience with a wider audience, learn from experienced professionals in the field, and gain constructive feedback to improve both my academic journey and future contributions to English language education.
