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Technology-enhanced academic listening classes: instructors' and engineering students' attitudes and views

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Abstract

The study explored Engineering students’ and their instructors’ knowledge and use of tools, applications, and websites; their interests, abilities, and attitudes to using technology; and their views about the advantages and challenges of using technology in the academic listening classes. The participants were 184 undergraduate students of Engineering and seven academic listening instructors at Iran University of Science and Technology (IUST). Mixed methods research was used and the instruments included a questionnaire on knowledge, use, and attitudes to technology, followed by seven open-ended questions. A semi-structured interview was also conducted with the listening instructors. Engineering students’ less knowledge and use were related to the tools of e-Portfolio, Rosetta Stone, and Quick Time and the applications of English listening and speaking and BBC learning English. Students’ knowledge and use of technological types could be hierarchically ranked as tools, applications, and websites. Audio files, podcasts, videos, and academic websites were the technologies mostly used by the instructors inside the class, while Edmodo, podcasts, TED Talks, and recording voice to receive feedback from instructors were used for assignments outside the class. The areas of instruction the instructors mostly emphasized included the techniques and strategies for using technologies, how to use the tools for educational purposes, and the technological literacy. Disorder of technological types, inability to use the tools, using outdated tools in educational contexts, and low Internet speed were the students’ challenges, while difficulty in finding appropriate online tools and materials, rigid schedule, lack of time, and technological failure were the instructors’ challenges.

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Authors and Affiliations

  1. Department of Foreign Languages, Iran University of Science and Technology, Hengam Street, Resalat Square, Tehran, Iran

    Mahboubeh Taghizadeh & Niloofar Sadat Emam

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  1. Mahboubeh Taghizadeh
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Appendices

Appendix A: Questionnaire on knowledge and use of technological tools, applications, and websites

Please answer the questions provided in the two sides of the questionnaire. For the question on the left side, to what extent are you familiar with the technological tools, you should choose one of the options of 1 (very little), 2 (little), 3 (moderate), 4 (much), and 5 (very much) and for the question on the right, to what extent do you use the following technological tools, you need to choose one of the options of 1 (never), 2 (rarely), 3(sometimes), 4 (usually), and 5 (always).

figure a

5

4

3

2

1

A. Tools

5

4

3

2

1

     

 1. ipod

     
     

 2. Mobile phone

     
     

 3. Tablet

     
     

 4. Computer

     
     

 5. Podcast

     
     

 6. Rosetta stone

     
     

 7. Media player

     
     

 8. Video

     
     

 9. Adobe flash player

     
     

10. Digital video recorders

     
     

11. Quick time

     
     

12. ePortfolio

     
     

13. Learning management system

     
     

14. Interactive whiteboard

     
     

B. Applications

     
     

1. BBC learning English

     
     

2. IELTS listening

     
     

3. Advance listening

     
     

4. Podcast

     
     

5. EN listening

     
     

6. English listening and speaking

     
     

7. English listening

     
     

8. English listening practice

     
     

9. English listener

     
     

C. Websites

     
     

1. http://www.elllo.org/

     
     

2. http://www.esl-lounge.com/student/listening.php

     
     

3. http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice

     
     

4. https://www.englishcentral.com/videos

     
     

5. http://learnenglish.britishcouncil.org/en/listening-skills-practice

     
     

7. http://www.americanrhetoric.com/top100speechesall.html

     
     

8. https://www.englishlistening.com/

     
     

9. https://www.ted.com/

     
     

10. http://eslradioandtv.com/

     
     

11. http://www.esl-lab.com/

     

Appendix B: Questionnaire on attitudes to using technology in academic listening classes

Please answer the questionnaire using one of the options of 1 (strongly disagree), 2 (disagree), 3 (somewhat disagree), 4 (somewhat agree), 5 (agree), and 6 (strongly agree).

Statements

1

2

3

4

5

6

A. Usefulness

      

1. Technology can facilitate listening instruction

      

2. Learning listening by computer creates a more relaxing and stress-free atmosphere

      

3. Using computer gives learners more chances to practice listening

      

4. Using computers gives learners more chances to use authentic English

      

5. Computers can help keep track of learners’ progress in academic listening

      

6. Using technology can help learners improve their listening

      

7. Learners can find more effective sources from the Internet for learning academic listening

      

8. Using computers and technological tools gives more flexibility to language teaching and learning

      

9. Computer-based listening test is better than paper and pencil test

      

10. Using technology in listening class makes learners eager to learn with self-confidence

      

11. Using technology can be given to learners as assignment for the academic listening class

      

12. Technology plays a role of motivator for learning, and learners spend more time on learning

      

B. Self-Efficacy

      

13. Learners can learn academic listening faster when they use computer

      

14. I can be more creative when using technology in listening class

      

15. Working with technological tools is easy for me

      

16. I never face problems when using technological tools

      

17. I am confident of my abilities in using technological tools

      

18. I am capable of using technology in academic listening classes

      

19. By using computers, learners become more independent in academic listening classes

      

20. I find my listening beyond the minimum requirement for the class due to my interest in academic listening

      

Appendix C: Open-ended questions about learners’ attitudes and use of technological tools

  1. 1.

    Which technological tools, websites, or applications do you use in the academic listening class?

  2. 2.

    What do you think of using technological tools and applications in the academic listening class?

  3. 3.

    Do you like to use technological tools and applications in the academic listening class?

  4. 4.

    How do you evaluate your ability to use the technological tools in the academic listening class?

  5. 5.

    What are the advantages of using technological tools in the academic listening class?

  6. 6.

    What are your challenges of using technological tools in the academic listening class?

  7. 7.

    Is there anything else you would like to add about using technologies in the academic listening class?

Appendix D: Questions of semi-structured interview with instructors about attitudes and use of technological tools

  1. 1.

    Which technological tools, applications, or websites do you use in your academic listening classes? How often? Which ones do you prefer?

  2. 2.

    Do you give any listening assignments to your students to use the technological tools outside the class?

  3. 3.

    Do you think technology can contribute to students’ development of listening comprehension? If yes, how? If no, why not?

  4. 4.

    Do you like to use technologies in your academic listening class?

  5. 5.

    Do you think you need training for using technologies in the academic listening class? If so, can you explain in which areas you need training?

  6. 6.

    What are the advantages and disadvantages of using technological tools in the academic listening class?

  7. 7.

    What are your challenges of using technological tools in the academic listening classes?

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Taghizadeh, M., Emam, N.S. Technology-enhanced academic listening classes: instructors' and engineering students' attitudes and views. J Comput High Educ 37, 56–88 (2025). https://doi.org/10.1007/s12528-023-09384-z

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