Arab World English Journal (AWEJ) Volume 14. Number 4 December 2023            Pp.300-311
DOI: https://dx.doi.org/10.24093/awej/vol14no4.18

Full Paper PDF

A Prospective Study for Exploring Saudi EFL Learners’ Strategic Listening Skills through
Netflix from
Teachers’ Perspectives

 Maraam M. Alutaybi
Department of Curriculum and Instruction, College of Education
Umm Al-Qura University, Makkah, Saudi Arabia
Corresponding Author:  s44370119@st.uqu.edu.sa

Nurah S. Alfares
Department of Curriculum and Instruction, College of Education
Umm Al-Qura University, Makkah, Saudi Arabia
Email: nsfares@uqu.edu.sa

 

Received:08/08/2023         Accepted:12/03/2023                  Published:12/15/2023

 

Abstract:
The future of technology use in EFL classrooms is an important subject to investigate in future study because Saudi Vision 2030 is a shift toward modernity and openness to the rest of the world; as English is a global language, the effective use of English is essential to achieving this purpose, and it is by developing its skills with a significant emphasis on listening proficiency. The study aimed to explore how Netflix will impact Saudi EFL learners’ strategic listening skills in the future from the teachers’ perspectives. This research’s significance lies in its alignment with the evolving educational paradigms and the increasing reliance on technology for language instruction; the study specifically sought to understand how the incorporation of Netflix might influence learners’ SLS in the future. To achieve this aim, the study involved ninety-six male and female faculty members from Saudi EFL university departments, selected based on their experience in teaching English and familiarity with digital educational tools. A mixed-methods questionnaire was designed and applied to collect the participants’ views on how Netflix will enhance the students’ SLS in the future. The study revealed high expectations about the role of Netflix in promoting learners’ SLS in the future.
Keywords: Netflix, prospective study, Saudi EFL learners, strategic listening, teachers’ perspectives

Cite as: Alutaybi, M.M., & Alfares, N. S. (2023). A Prospective Study for Exploring Saudi EFL Learners’ Strategic Listening Skills through Netflix from Teachers’ Perspectives.  Arab World English Journal, 14 (4): 300-311.
DOI: https://dx.doi.org/10.24093/awej/vol14no4.18

References

Alm, A. (2019). Piloting Netflix for intra-formal language learning. In F. Meunier, J. Van de Vyver, L. Bradley & S. Thouesny (Eds), CALL and complexity–short papers from EUROCALL 2019 (pp. 13-18). Research-publishing.net.

Alm, A. (2021, July). Language Learning with Netflix: extending out-of-class L2 viewing [Paper presentation]. In 2021 International Conference on Advanced Learning Technologies (ICALT) (pp. 260-262). IEEE.

Al-Shehri, S. (2020). Transforming English language education in Saudi Arabia: Why does technology matter? International Journal of Emerging Technologies in Learning (iJET), 15(6), 108-123.https://doi.org/10.3991/ijet.v15i06.12655

Alutaybi, M., & Alsowat, H. (2020). The effectiveness of using self-questioning strategy in developing strategic listening and self-regulation skills. Journal of Education and Practice,11(8), 129-141. DOI: 10.7176/JEP/11-8-17.

Alzhrani, N., & Alkubaidi, M. (2020). Causes of paradigm shift from EFL to ESL in higher education in Saudi Arabia. International Journal of Education, 12(4), 38-48. DOI:10.5296/ije.v12i4.17652.

Amin, I. A. R., Amin, M. M., & Aly, M. A. S. (2011). A Correlation Study between EFL Strategic Listening and Listening Comprehension Skills among Secondary School Students. https://eric.ed.gov/?id=ED527448

Ananda, R. D. P., Saiful, S., & Muhsin, M. A. (2021). A comparison study using Netflix and Joox in listening comprehension for senior high students. Ethical Lingua: Journal of Language Teaching and Literature, 8(2), 526-535.‏ DOI: 10.30605/25409190.308.

Brünken, R., Steinbacher, S., Plass, J. L., & Leutner, D. (2002). Assessment of cognitive load in multimedia learning using the dual-task methodology. Experimental Psychology, 49(2), 109-119. DOI: 10.1027//1618-3169.49.2.109.

Burner, T. (2018). Why is educational change so difficult and how can we make it more effective? Forskning and Forandring, 1(1), 122-134.https://doi.org/10.23865/fof.v1.1081

Coşkun, A., & Marlowe, Z. (2020). The Place of technology-assisted language learning in EFL listening: A Review of literature and useful applications. Enriching Teaching and Learning Environments with Contemporary Technologies, 102-116.

Daskalovska, N., Hadzi-Nikolova, A., & Jankova Alagjozovska, N. (2023). The Use of Metacognitive Listening Strategies by English Language Learners. European Journal of English Language Teaching, 8(1), 19-33.‏

Dizon, G., & Thanyawatpokin, B. (2021). Language learning with Netflix: Exploring the effects of dual subtitles on vocabulary learning and listening comprehension. Computer Assisted Language Learning, 22(3), 52-65.‏

Ellis, R. (1997). Second Language Acquisition. Oxford University Press.

Fadillah, A. S., Nasrullah, E. R., & Rosalina, E. The use of watching YouTube videos for acquiring Students’ listening comprehension. International Journal of Educational Best Practices, 7(1), 92-104. https://doi.org/10.31258/ijebp.v7n1.p92-104

Ghahri, S., & Zarei, A. A. (2022). The effect of prelistening activity types on listening comprehension and listening anxiety. Journal of Modern Research in English Language Studies, 9(4), 93-118. DOI: 10.30479/jmrels.2022.16910.2030 ‏

Huy, L. H. (2015). An investigation into listening strategies of EFL students. Asian Journal of Educational Research, 3(4), 21-34.

Low, A. R. L., & Aryadoust, V. (2023). Investigating test-taking strategies in listening assessment: a comparative study of eye-tracking and self-report questionnaires. International Journal of Listening, 37(2), 93-112.‏ https://doi.org/10.1080/10904018.2021.1883433

Maharani, R. S. (2021). English Education Department students’ perception toward Netflix as digital EFL learning aid on listening and speaking skills [Unpublished doctoral dissertation]. Universitas Islam Negeri Maulana Malik Ibrahim, Indonesia.

Metruk, R. (2019). Using English movies and TV programs for developing listening skills of EFL learners. . Information Technologies and Learning Tools, 70(2), 227-236.

Mitchell, B., &Alfuraih, A. (2017). English language teaching in the kingdom of Saudi Arabia: Past, present and beyond. Mediterranean Journal of Social Science, 8(2), 317-325. https://doi.org/10.5901/mjss.2017.v8n2p317

Müller, M., & Višić, M. (2023, March). Cognitive Learning Strategies with ICT: Case Study of Foreign Language Learners [Paper presentation]. 2023 IEEE 12th International Conference on Educational and Information Technology (ICEIT) (pp. 63-66). IEEE.

Nguyen, H. D. N. (2020). Understanding EFL students’ use of listening strategies in watching English captioned movies. Vietnam Journal of Education, 4(2), 37-46.https://doi.org/10.52296/vje.2020.18

O’Malley, J. M., & Chamot, A. U. (1990). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.https://doi.org/10.1093/applin/10.4.418

Serrano, R., & Pellicer-Sánchez, A. (2022). Young L2 learners’ online processing of information in a graded reader during reading-only and reading-while-listening conditions: A study of eye-movements. Applied Linguistics Review, 13(1), 49-70. https://doi.org/10.1515/applirev-2018-0102

Shabani, K., & Zanussi, M. P. (2015). The impact of watching captioned TV series on vocabulary development of EFL students. Journal for the Study of English Linguistics, 3(1), 118-129. Doi:10.5296/jsel.v3i1.8301

Tajgozari, M. (2019). The effect of watching captioned TV series on speaking accuracy of Iranian advanced EFL learners. Global Journal of Foreign Language Teaching, 9(3), 157-167. https://doi.org/10.18844/gjflt.v9i3.4221

Türkmen, B. (2020). Utilising digital media as a second language (L2) support: A case study on Netflix with translation applications. Interdisciplinary Description of Complex Systems: INDECS, 18(4), 459-470. https://doi.org/10.7906/indecs.18.4.6

Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign language annals, 30(3), 387-409.‏ https://doi.org/10.1111/j.1944-9720.1997.tb02362.x

Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language Teaching, 40(3), 191-210. DOI:10.1017/S0261444807004338.

Zhang, B. (2022). Interrupt to Activate-Transform Passive Video Watching into Engaged Active Learning. College Teaching, 70(1), 1-2. https://doi.org/10.1080/87567555.2020.1864615

Facebook
Twitter
LinkedIn
Tumblr
Reddit
Email
StumbleUpon
Digg
Received: 08/08/2023
Accepted: 12/03/2023 
Published: 12/15/2023
https://orcid.org/0000-0002-9520-625X
https://dx.doi.org/10.24093/awej/vol14no4.18

Maraam M. Alutaybi has been engaged in teaching English as a foreign language since 2016 at Taif University, Taif, Saudi Arabia. She completed her Master’s Degree at Taif University and is currently a Ph.D. Candidate in English Language Teaching (ELT) at Umm Al-Qura University, Makkah, Saudi Arabia. Her research interests are primarily in ELT, language strategies, Artificial Intelligence (AI), and Intelligent Computer-Assisted Language Learning (ICALL). ORCID ID: https://orcid.org/0000-0002-9520-625X

Dr. Nurah S. Alfares is an Associate Professor at Curriculum and Instructions, Education College at  Umm Al-Qura University, where she has been a faculty member since 2017. She completed her Ph.D. at University of Glasgow and her Master’s Degree from Strathclyde University in the UK. Her research interests lie in the areas of EFL, Cooperative and Collaborative Learning, and Communication skills in Teaching. She has published many papers in the field of ELT. She is a member of International Journal of Learning, Teaching and Educational Research (IJLTER), Journal of Computer Assisted Learning, Australian Journal of Education Technology. ORCID ID: https://orcid.org/0000-0002-7728-5812