Technology-Assisted Self-Autonomous Listening: Improving Vocabulary Skills.
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| Title: | Technology-Assisted Self-Autonomous Listening: Improving Vocabulary Skills. |
|---|---|
| Authors: | Raj, Praveen1, Al-Qarni, Abdullah1 |
| Source: | Studies in Self-Access Learning Journal. Mar2026, Vol. 17 Issue 1, p128-151. 24p. |
| Subject Terms: | *Learner autonomy, *Listening skills, *Limited English-proficient students, *Second language acquisition, *Autodidacticism, *Lexicology |
| Abstract: | Developing listening skills is usually demanding for language learners, as it requires sustained and continuous exposure to language input. However, language learners in a traditional classroom have limited control over replaying or reattempting listening, which results in unequal learning opportunities. Therefore, there is a need for further investigation into technology-mediated listening practices to facilitate autonomous learning and improve listening outcomes. This study aims to examine the effectiveness of self-directed listening practices in learners' vocabulary acquisition. It also explores learners' perceived benefits and challenges when using self-paced listening to enhance vocabulary learning. This study employed a mixed-methods approach with a one-group pretest-posttest design, involving 17 B1-level Saudi EFL students in self-directed listening using authentic materials on LearnEnglish Teens for eight weeks. Vocabulary posttest scores improved, and survey results showed learners' positive perceptions of self-autonomous listening. This study highlights the potential of self-directed listening to facilitate vocabulary learning and learner autonomy in EFL contexts. [ABSTRACT FROM AUTHOR] |
| Copyright of Studies in Self-Access Learning Journal is the property of Kanda University of International Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192710839 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192710839 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.37237/170108 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 24 StartPage: 128 Subjects: – SubjectFull: Learner autonomy Type: general – SubjectFull: Listening skills Type: general – SubjectFull: Limited English-proficient students Type: general – SubjectFull: Second language acquisition Type: general – SubjectFull: Autodidacticism Type: general – SubjectFull: Lexicology Type: general Titles: – TitleFull: Technology-Assisted Self-Autonomous Listening: Improving Vocabulary Skills. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Raj, Praveen – PersonEntity: Name: NameFull: Al-Qarni, Abdullah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 21853762 Numbering: – Type: volume Value: 17 – Type: issue Value: 1 Titles: – TitleFull: Studies in Self-Access Learning Journal Type: main |
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