Audio-Visual Materials as Compensatory Scaffolding: An Exploratory Study of EFL Listening Barriers and Learner Attitudes

Abstract

The current study analyzes the perception of audio-visual (AV) materials as part of EFL listening classes concerning barriers faced by learners during listening. An exploratory cross-sectional analysis is carried out to evaluate the perceived barriers in listening among university EFL learners in the Indonesian context along with their attitudes towards AV materials. In total, a purposive sampling technique is used to select 29 English Education majors who had been taught with AV aids in the past. A valid Likert-scale survey questionnaire (Cronbach's α=0.86) comprising 20 items was distributed among the participants. Results obtained from descriptive analysis showed that listening barriers mainly comprised rapid speaking (M=3.79, SD=.62) and poor sound quality (M=3.79, SD=.68). These barriers were then followed by unfamiliar accents and pronunciations (M=3.48, SD=.71) and unfamiliar topics (M=3.41, SD=.74). However, participants showed positive attitudes towards AV materials including their help with vocabulary and pronunciations (M=3.90, SD=.56), comprehension of contents (M=3.86, SD=.61), and availability (M=3.83, SD=.65). Therefore, the results suggest that even though listening barriers prevail, students find AV materials as useful scaffolds. The study serves as the initial point of reference for further mixed-method studies that involve both subjective evaluation and objective assessment of EFL learners' proficiency.