Listening Beyond the Text: Reframing Extensive Listening Through Digital Audiobooks in EFL Contexts

Farah Sukmawati   Wahidah; Januarius   Mujiyanto; Dwi   Rukmini; Katharina   Rustipa

doi:10.31849/8emtjp12

Authors

Farah Sukmawati Wahidah Universitas Negeri Semarang, Semarang, Indonesia
Januarius Mujiyanto Universitas Negeri Semarang, Semarang, Indonesia
Dwi Rukmini Universitas Negeri Semarang, Semarang, Indonesia
Katharina Rustipa Universitas Stikubank, Semarang, Indonesia

DOI:

https://doi.org/10.31849/8emtjp12

Keywords:

Extensive listening, Digital audiobooks, Self-Regulated learning, Learner autonomy , Higher education

Abstract

Listening instruction in EFL contexts frequently privileges short, test-oriented audio materials, limiting opportunities for sustained exposure and learner autonomy. While extensive listening has been proposed as a fluency-building approach, its implementation often remains under-supported and narrowly audio-based. Although audiobooks have been explored in reading-while-listening research, their potential to reconceptualize extensive listening as a multimodal, strategy-driven practice remains insufficiently examined. This mixed-method case study investigates how digital audiobooks reshape extensive listening practices in an Indonesian undergraduate EFL classroom. Twenty-five second-semester students participated in a semester-long audiobook-integrated course. Questionnaire results (20-item Likert scale) reveal strong metacognitive engagement, with repetition as the most frequent strategy (M = 67.6%), followed by transcript-supported listening (M = 64.1%), strategy use awareness (M = 63.5%), accent recognition development (M = 62.1%), and playback control utilization (M = 62.1%). However, confidence without textual scaffolding remained moderate (M = 51.7%), indicating transitional listening independence. Thematic interview findings further demonstrate initial accent-related difficulty, followed by increased emotional immersion, vocabulary noticing, and sustained listening motivation. The study reframes extensive listening as a multimodal, self-regulated process in which digital audiobooks function not merely as input sources but as tools for fostering strategic processing, affective engagement, and learner autonomy. By positioning audiobooks within contemporary theories of metacognitive listening and multimodal input, this research contributes to expanding extensive listening pedagogy and offers implications for digitally mediated language instruction in higher education EFL settings. terms, which reviewers will expect given your powerful title.

Author Biographies

Januarius Mujiyanto, Universitas Negeri Semarang, Semarang, Indonesia

Januarius Mujiyanto is a Professor at Universitas Negeri Semarang, Indonesia, with extensive experience in academic research and higher education. He has played a significant role in scholarly work to supporting rigorous research practices and contributing to the development of high quality scholarly publications within his field.
Dwi Rukmini, Universitas Negeri Semarang, Semarang, Indonesia

Dwi Rukmini is a Professor at Universitas Negeri Semarang, Indonesia, with extensive expertise in academic research and higher education. She has contributed significantly to scholarly work through her roles in research methodology development and academic proofreading, ensuring the rigor and clarity of scientific publications. Her academic engagement reflects a strong commitment to advancing research quality and fostering excellence in scholarly writing within her field.
Katharina Rustipa, Universitas Stikubank, Semarang, Indonesia

Katharina Rustipa is a Professor at Universitas Stikubank Semarang, Indonesia, with extensive experience in higher education and academic research. She has contributed to scholarly work through her roles in research methodology development and academic proofreading, supporting the production of rigorous and well-structured scientific publications. Her academic commitment is reflected in her continuous efforts to enhance research quality and promote excellence in scholarly writing within her field.

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