English Listening as a Digital Literacy Practice: An Analysis of EFL Students' Informal Listening Habits in Indonesia

Nur Istiqamah, Masduki Masduki

Abstract


This study examines the informal listening habits of EFL students in Indonesia through the lens of digital literacy. Employing a descriptive quantitative survey method with 156 students from various academic programs, it investigates the types of content selected, underlying motivations, self-regulation strategies, and perceived affective impacts. The findings reveal that music, YouTube vlogs, and podcasts are the most frequently consumed content, primarily accessed via YouTube, Spotify, and TikTok. Content selection is driven by personal interest, entertainment, and convenience, consistent with Uses and Gratifications theory. From a digital literacy perspective, students are not merely passive consumers but active agents negotiating their linguistic identities through engagement with global content. The study concludes that informal listening is not simply a recreational activity but an integral component of the language learning ecosystem in the digital age. A key practical implication is the need to integrate informal listening practices into English language learning in Indonesia to make the curriculum more relevant to the realities of the digital generation living within a global media ecosystem.

Keywords


Informal listening; digital literacy; self-regulated learning; learning motivation; EFL

References


Blumler, J. G., & Katz, E. (1974). The uses of mass communications: Current perspectives on gratifications research. Beverly Hills, CA: Sage.

Crystal, D. (2003). English as a global language (2nd ed.). Cambridge: Cambridge University Press.

Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model. Hong Kong: Hong Kong University Press.

Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.

Mercer, S. (2020). The power of belief, engagement and positive psychology in the language classroom. In S. Mercer & S. Ryan (Eds.), Exploring psychology in language learning and teaching (2nd ed., pp. 89–109). London: Routledge.

Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast!”: Extensive listening in ELT. ELT Journal, 65(1), 52–59. https://doi.org/10.1093/elt/ccq015

Viberg, O., & Kukulska-Hulme, A. (2021). Mobile collaborative language learning: A critical analysis of research trends. ReCALL, 33(3), 249–270. https://doi.org/10.1017/S0958344021000025

Viberg, O., & Grönlund, Å. (2013). Cross-cultural analysis of users’ attitudes toward the use of mobile devices in second and foreign language learning. Computers & Education, 69, 209–222. https://doi.org/10.1016/j.compedu.2013.07.014

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2




DOI: http://dx.doi.org/10.24014/kutubkhanah.v25i2.38163

Refbacks

  • There are currently no refbacks.


 

 

Creative Commons LicenseJurnal kutubkhannah is licensed under a Creative Commons Attribution 4.0 International License.  View My Stats