Use of digital tools in learning listening: A survey of EFL students at the National University of Battambang, Cambodia
DOI:
https://doi.org/10.69496/cjess.v2i1.30Keywords:
Digital technology, English language learning, Listening skills, Mobile applications, Student engagementAbstract
The widespread adoption of digital tools today has fundamentally transformed many facets of education. As such, the purpose of this research is to investigate how the utilization of digital technology could assist students in developing their listening skills. To achieve this, the authors evaluate the efficacy of several digital tools, including podcasts, video tutorials, and mobile applications, to promote active comprehension and listening by reviewing the content that has already been released. This study employs the quantitative approach, and specifically, the quantitative data obtained from surveys of students who are now in their third and fourth years of study, studying English literature at the National University of Battambang (NUBB). In this context, the students took part in a wide range of listening situations that were based on digital tools. As a result, according to the findings, the students’ attention and engagement increased, and they also demonstrated a significant improvement in their listening abilities, which they observed in themselves. Moreover, by conducting this study, the types of digital tools that the students utilized, such as computers and mobile phones, as well as applications and social media, were improved. However, the study demonstrated several difficulties the students encountered when utilizing digital technologies. However, the implementation of digital technologies in educational settings could lead to learning experiences that were both more effective and more enjoyable, which may be of greater benefit to both educators and students. Finally, researchers are encouraged to explore how different types of digital tools impact various language skills across diverse educational contexts and student proficiency levels.
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