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73 

 

 
ELT FORUM 11(2) (2022) 

 

Journal of English Language Teaching 

 
http://journal.unnes.ac.id/sju/index.php/elt 

 

 

Video and audio platforms for improving listening skills in Spanish´s students of 

EFL: A preliminary and descriptive study 

 

Juliana Leguizamon del Portillo1, Andres Bernal-Ballen2 
 
1Facultad de Educación, Universidad Antonio Nariño, Colombia 
2Grupo de Investigación Conciencia, Facultad de Educación, Universidad Antonio Nariño, Colombia 

 

Article Info 
________________ 
Article History: 
Received on 15 
October 2021 

Approved on 24 July 
2022 
Published on 31 July 
2022 

________________ 
Keywords:  
Listening ability; 
didactic strategy; 
learning English as a 
foreign language 
____________________ 

 

 

Abstract 
___________________________________________________________________ 
Learning English as a foreign language can be challenging because it requires the 
development of tools which allows an effective communication process. In this 

sense, the phonetic differences between Spanish and English are one of the reasons 

why it is difficult to develop listening skills for Spanish native speakers. Thus, in this 
research, a didactic strategy based on common audio and video platforms was 

designed in order to improve this ability in a sample of students. The sample was 
selected at convenience and consisted of fifteen students from an English 

intermediate course. The strategy was divided into three parts: a diagnostic test to 
demonstrate the level of listening; learning activities; and an exit test. A descriptive 

study was conducted. The obtained results showed students’ progressive 

improvement in pragmatics, understanding, and intonation. In addition, the results 
indicated that the use of alternative methods, mediated by new technologies, seems 

to be equal or more effective than traditional teaching and a better learning of 
English is perceived by using remote strategies than in face-to-face ones. 

  
Correspondence Address: p-ISSN 2252-6706 | e-ISSN 2721-4532 

Calle 22 sur # 12D-81.   

111821, Bogotá, Colombia  

E-mail: abernal93@uan.edu.co  

http://issn.pdii.lipi.go.id/issn.cgi?daftar&1333515478&1&&
http://issn.pdii.lipi.go.id/issn.cgi?daftar&1576658845&1&&


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INTRODUCTION 

Learning a new language involves the conjunction of many of the learner’s skills (Elmetaher, 2021; 

Nazarieh et al., 2022; Neuner, 2020; Rosales, 2019; Shariyevna & Israilova, 2020). Three categories 

that affect learning have been reported: biological and psychological factors such as age, personality, 

and environment; cognitive factors such as intelligence, language skills, learning styles, and 

strategies; and affective factors such as attitudes and motivation (Hartshorne et al., 2018; Nussbaum 

& Bernaus, 2010). Thus, it is understood that every human being has particular characteristics, and 

those characteristics have notable implications in learning a foreign language (Getie, 2020; Manga, 

2008). 

On the other hand, students of English as a foreign language (EFL) must develop 

communicative skills. These skills are associated with biological and cognitive factors since the 

former requires an environment and a context to receive and transmit information, while the later 

requires listening abilities in order to engage in and develop a conversation. 

The main purpose of speaking is to transmit and capture information. Communicative 

competence is a globalizing construct that encompasses skills, abilities, and knowledge that the 

language must use in order to communicate effectively (Maturana Patarroyo, 2011; Zhang & Zou, 

2020). To achieve the communicative process, students must have a level for the four skills (writing, 

reading, speaking, and listening). By achieving that level, students are capable to communicate and 

express ideas. Nonetheless, listening plays an important role in the learning process (Cheung, 2010; 

Gilakjani & Sabouri, 2016; Jemadi et al., 2022; Karimova et al., 2020; Shariyevna & Israilova, 2020; 

Yavuz & Celik, 2017) and it has a positive impact on the students because they might receive 

information more clearly and consequently, the learning may be meaningful. The needs of the 

emitter are different from the needs of the receiver (Ahour & Mohseni, 2015). Similarly, the skills for 

each of these two subjects are different, as both may present lower proficiency in different aspects of 

the communicative skill. 

Several causes that affect the listen ability have been reported. The uncontrollable process of 

the skill (speed of deliver of the message and the accent) cognitive perspective, phonological and 

lexical problems, syntactic and semantic problems, discoursal and pragmatic problems can be 

mentioned (Ozcelik et al., 2019). In fact, recently different publications have faced the listening 

problems (Jemadi et al., 2022; Jyoti, 2020; Nushi & Orouji, 2020). Nonetheless, one cause of 

unsatisfactory communicative process in the listening skill is pronunciation (Enciso et al., 2019; 

Orlando, 2020). It plays a very important role in the EFL learning process, and this linguistic 

component is key factor in achieving successful oral communication (Setter & Jenkins, 2005). 

Whereas English has different phonemes for graphemes, Spanish is a language that correlates the 

number of graphemes and phonemes (Veiga-Pérez, 2017). In Spanish, there are just 24 phonemes 

and 27 graphemes, while in English there are 26 graphemes and 45 phonemes. Moreover, in Spanish 

there are 5 vowel phonemes, while in English there are 12, which shows the wide difference in 

sounds between the two languages. Additionally, it has been reported that English possesses unique 

sounds that are not common to Romance linguistic families (Enciso et al., 2019). 

In this frame, it has been observed that students distinguish these differences more easily in 

written than in oral communication. It stands to reason students must perform identification of 

phonetics differences in different contexts, enabling them to improve perceptual phonemic 

discrimination to the point of being able to accurately identify them as two different non-native 

phonetic categories (Llompart, 2021) even though speech perception may not adequately capture it 

(Cutler et al., 2006). This prevents learners from becoming familiar with the different sounds that 

can be found in the English phonetic system. Furthermore, the failure to represent pronunciation 

accurately and consistently is largely responsible for the constant difficulties among EFL learners 

(Umera-Okeke, 2008).  

In order to overcome the reported problem, several publications have informed that audio-

visual media are more effective for improving listening skills than other types of teaching media 

(Ananda et al., 2021; Asmawati & others, 2017; Damanik & Katemba, 2021; Dizon & Gayed, 

2021). However, there is not much empirical evidence of the effectiveness of the use of these 

platforms in education (Difilippantonio-Pen, 2020; Mango, 2021). It has even mentioned that the 

use of audio materials in the learning listening skills seems to be inefficient (Sulaiman et al., 2019).  

Considering the aforementioned reasons, the research problem is that native Spanish speakers 

which are EFL students have difficulties with their listening skills due to the phonetic difference 

between Spanish and English. Additionally, scientific literature has reported that these difficulties 



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with listening are due to schools’ prioritization of writing, reading, and vocabulary. Listening is not 

part of many textbooks. Indeed, most teachers do not conduct activities to develop this skill in their 

classes (Gilakjani & Sabouri, 2016). Moreover, it has found that this skill does not receive enough 

attention and is considered a passive skill that is developed without help. However, listening is a 

complicated process because of the level of difficulty that requires comprehend the message as they 

listen to it, retain information in memory, integrate it with what follows and understand the 

incoming information (Elmetaher, 2021).  

Although direct or indirect didactic strategies for learning listening skills have been mentioned 

in the scientific literature (Fetriani et al., 2020; Vančová, 2019; Yulianti, 2018), and despite the 

relevance of listening skills for EFL students, there is scare reports in scientific data bases such as 

Scopus or Web of Sciences that Netflix Party, FlipGrid, or Randall´s platforms are reported for 

improving listening skills in EFL. For instance, in Web of Science the combination of Netflix AND 

listening indicates just five results. For that reason, the research here focuses on the use of a didactic 

strategy based on audio and video platforms such as Netflix Party, FlipGrid, Randalls’s ESL Cyber 

Listening Lab, and Lyrics Training platforms that help improve EFL students’ listening skills for 

Spanish native speakers. 

 

Learning listening skills 

Multiple authors have defined listening skills in scientific literature (Gilakjani & Sabouri, 2016; 

Hwaider, 2017; Khosroshahi & Merc, n.d.; Mohammadzamani & Taki, 2018). However, current 

trends indicate that this skill helps to understand the world and is a necessary component of 

successful communication. Students spend more than 50% of their time listening during their 

learning process (Jafari & Hashim, 2015; Rost, 2009), which suggests that fostering listening skills is 

crucial in the learning process of an EFL. Furthermore, listening has been defined as the ability to 

understand native speakers when they speak at a normal speed. It also focuses on auditory 

discrimination, auditory grammar, selection of necessary information, and recall. Listening is a 

process of understanding what is heard and organizing it into lexical items to which meaning can be 

assigned.  

Students listen to spoken language, divide sounds, classify them into lexical and syntactic 

units, and comprehend the message. This ability is a process of receiving what the speaker says, 

responding, and creating meaning through participation, creativity, and empathy (Gilakjani & 

Sabouri, 2016). It is undeniable that listening is extremely important. Conversations will only take 

place when one can understand what the speaker is saying, although input (listening and reading) 

alone is not sufficient for language acquisition. This acquisition refers to the development of 

appropriate responses and focuses on helping listeners develop an awareness of differences in 

cultural styles of listener feedback, and options for providing such feedback. Awareness of listeners' 

choices and strategies can increase the effectiveness and the ease with which they engage in 

collaborative discourse. 

 

Use of video and audio for learning English 

The strategies for teaching and learning have been studied in the last decades (Davis et al., 2018; 

Martin et al., 2020). Nonetheless, educators as well as students do not seem to be aware of this fact, 

and the incorporation of new technologies in the process of teaching and learning is still under 

continuous development (D. Ahmadi & Reza, 2018).  

Teaching and learning English is probably one of the most relevant topics in the field of 

education as a consequence of the ubiquitous need for preparing students with English abilities 

around the world. In this frame, diverse strategies have been implemented, and video or audios are 

commonly used by teachers during their lectures. In the current time, the incorporation of social 

media within education context have shown a relevant impact (Dehghanzadeh et al., 2021; Syafitri, 

2021; Wang & Chen, 2020). In fact, some publications have evidenced that it is possible to improve 

listening skills by the incorporation strategies based on videos or audios (Polat & Eristi, 2019). For 

that reason, this research incorporated these kinds of material for helping students to develop 

intentionally listening skills. 

 

 

 

 



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Teaching strategies 

A myriad of strategies and techniques are used in the process of learning a new language. Three 

categories for language acquisition have been described: a) the breakdown of grammatical topics; b) 

the development and cohesion of topics related to the teaching methods; and c) evaluative material. 

These three categories allow the teacher to review the points that must be present when applying a 

strategy in class (Neuner, 2020). However, when learning a new language, students activate learning 

processes that they do not usually use when learning their native language. As a result, it is 

necessary to propose a specific strategy during the teaching of the second language. 

A didactic strategy is a series of procedures and resources used by the teacher to promote 

meaningful learning (Navarro & Piñeiro, 2012). This underlines the importance of these strategies in 

the learning process since the strategy motivates the student to learn in various ways. Similarly, a 

didactic strategy is a procedure that the teaching agent uses reflexively and flexibly to promote 

meaningful student learning. Language learning strategies are specific actions, behaviors, steps, or 

techniques that students use (often intentionally) to improve their foreign language skills. Teaching 

or learning EFL means that a didactic strategy must be specific. For instance, the didactics used in a 

classroom for EFL learning purposes must have attractive knowledge for students and each 

proposed didactic must emphasize specific knowledge (Harjanne & Tella, 2007; Shofkorov & 

Bagapova, 2020; Talaván, 2020; Uljens, 2004). Since second language learning should have a 

communicative approach, it has been reported that dialogue and classroom interaction should take 

up an extensive part of the class. Specific didactic strategies for learning a foreign language are 

classified as either direct or indirect strategies. These strategies allow students to identify different 

ways of learning. Table 1 shows strategies that are specifically focused on developing listening skills 

(Orrego & Díaz Monsalve, 2010). 

 

Table 1. Direct and indirect strategies for learning a second language 
DIRECT STRATEGIES 

Memory Cognitive Compensatory 

Creating associations. 
Infering relationships. 

Remembering. 
Rhyming. 

Making clear mental images. 

Visualizing. 
Imitating. 

Combining images with sounds. 
Making word lists.  

Looking up definition of new 
words. 

Reviewing and refreshing what 

has been learned. 

Understanding and reviewing 
what has been learned. 

Practicing conversations in 
different contexts. 

Identifying details 

Elaborating a general idea of what 
is read in another language. 

Summarizing. 
Consulting different sources. 

Recognizing similarities and 
differences.  

Finding patterns. 

Assuming/guessing meaning. 
Anticipating content and meaning 

from the context of the subject 
matter.  

Seeking help. 

Using mimicry and gestures. 
Looking for alternative ways to 

express ideas and make use of 
synonyms. 

INDIRECT STRATEGIES 

Metacognitive Affective Social 

Evaluating the process. 
Learning from mistakes.  

Being responsible for your 
mistakes. 

Identifying the objectives of what 

you are doing. 
Planning learning tasks with clear 

goals.  
Gathering the needed materials. 

Organizing study schedules. 
Making efforts to concentrate. 

Seeking relaxation. 
Consulting your concerns.  

Making use of diaries. 
Encouraging self-motivation. 

Taking risks in learning in order 

to grow beyond the routine.  

Asking for collaboration. 
Allowing others to evaluate and 

correct one's own performance. 
Asking questions. 

Sharing information. 

Identify with whom you study 
best. 

Being attentive to what others 
feel. 

 

The strategies to improve listening skills can be developed: before, during, and after language 

activities. In the first category, there are strategies focused on connection, prediction, and 

conversation. During listening, taking notes and listening to the material several times is 

recommended. As a closing activity, repeating and summarizing the material have shown positive 

results (Borjesson, 2012). Additionally, to favor active comprehension, cognitive, metacognitive, and 



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socio-affective strategies must be taken into account. For this reason, a seven-step model has been 

created 

 

1. Students receive new information about the topic and type of text, then create hypotheses 

about the text. 

2. Students listen an audio and verify their hypotheses and add new information. 

3. Students work in groups to discuss and compare their results. Afterwards, they come to a 

consensus. 

4. They listen again, review, and check what they understand and what they have not yet 

grasped. 

5. They discuss again, highlight the most relevant aspects, and reflect on what made them 

understand the audio and identify key words. 

6. They listen, search, and add information to verify what they have understood. 

7. They discuss what helped them understand by suggesting goals, both individually and as a 

group. 

 

Scientific research has found that exposing learners to authentic materials through video helps 

with language learning, particularly listening skills. Moreover, it has been reported that videos can 

be beneficial in improving L2 learners' listening skills, compared to lecture-based instruction 

(Metruk, 2018). Additionally, the use of podcasts to enhance listening skills has been documented as 

well. Moreover, most podcasts are free, diverse, readily available, and play at a normal speed, 

among other things (Naidionova & Ponomarenko, 2018). 

Having a variety of didactic strategies does not guarantee success for a Spanish-speaking 

English learner. Thus, it has been mentioned that these strategies must have a communicative 

approach since the strategy is not only about students acquiring a certain linguistic system but also 

about them being able to use the linguistic system to communicate effectively (Rangel-Palencia, 

2015). Several researchers have mentioned that having a communicative approach to EFL teaching 

strategies allows students to interact with English-speaking communities. For example, the EFL 

communication process is affected by EFL learners’ limited vocabulary and lack of familiarity with 

slangs, grammatical topics, and their respective rules, the communication process is affected (S. 

Ahmadi et al., 2020; Hibatullah, 2019; Yagang, 1993). On the other hand, for communication in L2, 

the ability to listen comprehensively must be specially developed. For instance, music (Sabina & 

Senad, 2021), metacognitive (Valdés Mendoza, 2021), or audiovisual strategies (Collaguazo Vega, 

2021) can be mentioned. 

In accordance with the information above, this research proposes a strategy that favors a 

better way to learn a second language (English) by focusing on the use of video and audio platforms 

to develop listening skills. A detailed methodology to achieve these objectives has been proposed 

and is shown below. 

 

METHODS 

The present research is focused on improving listening skills for students of ELF. In this regard, 

both, direct and indirect strategies (table 1) were planned and used. As can be notice in the detailed 

description of the process, audio interpretation, deduction, and vocabulary strategies are the main 

activities. It means that direct cognitive and compensatory strategies were used, as well as indirect 

metacognitive and affective activities were carried out. 

 

Participants 

The participants for this research consist of students who hold military degrees. The students are part 

of the intermediate English course and have an academic load of 540 hours. Specifically, a non-

representative sample selected for convenience was made up of students from group 2B of the 

intermediate English course, which consisted of 15 students total, 12 males and 3 females. A 

descriptive qualitative design was carried out. 

 

Instrument design  

One instrument (Sample´s perception test – Instrument 2) was designed and validated by three 

experts in linguistic and didactic of English as a foreign Language. Sufficiency, clarity, coherence, 

and relevance were assessed. Once the instrument was corrected according to the suggestions, it was 



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sent again to the experts for their final approval. A didactic strategy consisted of six learning guides 

that highlight activities to improve listening skill was developed and applied to the participants. 

Additionally, a diagnostic test was used, which was provided by the American Language Course 

(ALC).  

 

Instrument 1. Preconception’s test - Pretest 

The diagnostic test corresponds to the American Language Course Placement Test (ALCPT), which 

consists of 60 multiple-choice questions whose objective is to identify the students' listening level. 

These questions cover two categories: interpretation and deduction. The test made it possible to 

verify the students’ level of comprehension and deduction of the audio. The audio tracks had 

American accents, different speeds, and military vocabulary. For this test, the students had 35 

minutes to listen to all the audio tracks (which have a maximum duration of one minute and thirty 

seconds each) and answer the stipulated question. The students answered on a multiple-choice sheet 

and the ALC level classification was obtained (Table 2). 

 

Table 2. ALC level classification 
Correct questions Level 

56-60 B2+ 
41-55 B2 

31-40 B1+ 
21-30 B1 

11-20 A2 
0-10 A1 

 

Instrument 2. Sample´s Perception test 

Seven multiple choice questions were formulated. Each student had to indicate at what level he or 

she considered his or her communicative ability to be. The options for these levels were null, basic, 

and medium. Additionally, these three categories were established for the Common European 

Framework of Reference for Languages (CEFR), although without determining the specific English 

level. The survey was administered through Google Forms since this virtual platform allows for 

prompt responses from the participants. The survey was administered during class time. 

 

Pedagogical intervention 

The didactic strategy was designed to improve listening skills. All guides were applied remotely (one 

per week) over a period of six weeks. Each guide focused specifically on improving pragmatics, 

intonation, and accents. This strategy is explained and summarized in Table 3. 

 

 

Table 3. Summary of the pedagogical strategy 
Week Activity Platform Duration Characteristic 

1 Vocabulary Randall’s Esl Cyber Listening Lab 35 min 
Audio interpretation/ 

Vocabulary 

2 Motivation FlipgGrid/TED Talks 35 min 
Deduction of audios/ 

Vocabulary 

3 
Video 

Friends 
Netflix Party/FlipGrid 60 min 

Deduction of audios/ 
Vocabulary 

4 Vocabulary Randall’s Esl Cyber Listening Lab 35 min 
Audio interpretation/ 

Vocabulary 

5 Song Lyrics Training 35 min 
Deduction of audios/ 

Vocabulary 

6 
Video 

Blindspot 
Netflix Party/FlipGrid 80 min 

Deduction of audios/ 

Vocabulary 
 

 

The first part includes the student's knowledge of some of the platforms they worked with in 

class. One such platform is Randall's Esl Cyber Listening Lab, a free-to-access page that allows 

students to learn using podcasts on everyday topics, which utilize a variety of accents and speeds. A 

separate platform, Lyrics Training, is also a free-to-access page and an application that uses videos, 



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songs, and scenes from TV series to help students at different levels learn pronunciation, accents, 

and vocabulary in a more interactive way. 

These platforms allow the student to have a more realistic interaction with the way English 

speakers express themselves in everyday contexts. For this first part of the strategy, the podcasts and 

songs could be repeated a maximum of three times, depending on the initial level of the students. 

Within the frame of listening, there was a second activity consisted of oral production, since 

listening and speaking are connected skills that should be developed simultaneously. This is because 

listening is a much more than hearing. In fact, to be able to transfer listening to other contexts, it is 

necessary to evidence oral communication (Spataro & Bloch, 2018). To make oral productions, 

different virtual platforms were used, such as FlipGrid, a free-to-access application where audio and 

video recordings are made (the recordings are no longer than 90 seconds in length). This platform 

allows the user to play the video as many times as needed, and it is possible to make a video 

response to engage in a conversation between the participants. Netflix Party, on the other hand, is 

used to watch movies, TV series, and documentaries, allowing multiple users to watch teacher-

selected media simultaneously, even when the users are in different physical locations. These 

platforms facilitate direct conversations between peers (classmates). Additionally, the variety of 

content available on Netflix Party means that there is appropriate material for each students’ English 

level. 

Finally, the assessment to test students´ listening comprehension ability through 

understanding pronunciation and audio with neutral accents was carried out. This part consisted of 

two activities. The first was a weekly test where questions were characterized by pragmatics and an 

understanding of the general idea of each audio. A second test was carried out at the end of the 

course, which allowed a general review of the students’ progress from the first day that the strategy 

was applied. 

 

Session 1 

Students listened to audios from Randall's Esl Cyber Listening Lab. Subsequently, five questions 

were presented that sought to identify the students’ comprehension and pragmatics of the audio.  

 

Session 2 

A TED talk on autonomous language learning strategies was used. After that, students were asked 

to identify their comprehension and pragmatics of the audios. These were solved on the FlipGrid 

platform, which allowed the students to resolve areas of uncertainty themselves.  

 

Session 3 

Once again, audios related to greetings and personal presentations were used from Randall's Esl 

Cyber Listening Lab. After listening to the audio, the students were asked five questions about its 

context and pragmatics, while simultaneously working with the expressions used in the audio. 

 

Session 4 

The students were shown an episode of an American television series (“Friends”) in which the main 

component was vocabulary about marriage. The students watched this episode simultaneously using 

the Netflix Party platform. Pauses were made to ask questions and identify context. These questions 

were answered using the FlipGrid platform. 

 

Session 5 

A faster and more demanding audio (the song “We Don’t Talk Anymore” by Carlie Puth and 

Selena Gomez) was used. The Lyrics Training platform was used to work on this song because this 

platform helps students focus on the pronunciation of native English speakers  

 

Session 6 

An episode of a television series (“Blindspot”) that uses language, codes, signs, and military slang 

was selected and Netflix Party platform was used. During the episode, pauses were made to 

facilitate questions formulation from the teacher to the students for identifying the context. These 

answers were answered on the FlipGrid platform. 

 

 



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Instrument 1. Preconception’s test - Posttest 

A similar test to the diagnostic strategy was applied, which was also provided by the American 

Language Course Placement Test (ALCPT). The test consisted of 60 multiple-choice questions 

whose objective was to identify the students' listening level. These questions are classified into two 

categories, interpretation, and deduction, which made it possible to verify the students’ level of 

comprehension and deduction of the audios. The audios have characteristic American accents, 

different speeds, and military vocabulary. 

 

Data Analysis 

In each activity students were assessed according to the specifications of the session. The obtained 

values were statistically treated, and average, standard deviation and mode were obtained.  

 

FINDINGS AND DISCUSSION 

Perception test  

This is a test in which the person qualifies his or her skills according to the appreciation of the level 

of language management (Lobo et al., 2020). Most students stated that their listening level was 

basic, that is, when listening different audios, they only understood certain words; four students 

mentioned that their listening level was medium, meaning they understood the context of the 

audios; and only one student stated that his listening level was null.  

Next, the students selected the tools they used to improve their listening skills. The most 

voted answer was audios in class. Interestingly, most students work exclusively with the material 

provided by the teacher, although films and songs were mentioned as well. This problem (working 

only wit materials provided by the teacher) is common in EFL students, due to pronunciation, 

speed, unfamiliarity with words, and limited listening abilities. Therefore, students feel more 

comfortable with the material worked on in class as they are appropriate for the level they exhibit 

(Erzad, 2020). Despite this problem, there is no evidence that teachers and students to broaden the 

types of aids to improve listening skills. In this sense, the use of audios and videos mediated by 

innovative platforms (as proposed by this strategy) can contribute to the solution to this problem. 

One factor which language learning skills is the number of hours devoted to study. It is 

remarkable that in the sample, 12 out of 15 students did not study English for more than a year. 

Nonetheless it is worth mentioning that the greater the number of study hours, the better the 

academic outcome obtained by EFL learners (Lightbown & Spada, 2021). Thus, it is striking that 

the perception that students have about their listening level coincides with the results yielded by the 

diagnostic test, indicating that the students are aware of their level reflected in the results shown by 

both tests. 

 

Diagnostic test  

It is well known that a diagnostic test is seen as one of the most useful tools for establishing previous 

knowledge about any topic. In turn, performing this type of diagnostic test through some virtual 

platforms allows students' stress levels to drop, resulting in tests that are conducive to the 

development of students’ potential. 

The obtained results from the ALCPT test (table 4) were a starting point to carry out and 

apply the designed strategy. These results show that the entry-level of the students is very low and 

the sample is homogeneous. This suggests that the level of listening reported by the students 

coincides with the level of listening achieved during the test. For this reason, it is necessary to design 

strategies to improve this skill. “Normal" classroom activities are not enough, and an intentional 

effort is required to develop and improve students’ listening abilities (Alfuatin, 2019). 

 

Table 4. Statistical results for ALCPT as diagnostic and output test 
Function American Language Course Placement Test (ALCPT) 

Diagnostic test (60 points) Output test (60 points) 

AVERAGE 17,6 ± 4,6 22,3 ± 3,8 
MODE 13 26 

MEDIAN 15 22 

 

Several factors can influence the determination of students' initial listening level. One factor is 

the predisposition to the test and the result that the student may obtain. There is an internal struggle 



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between what the student thinks he/she knows and the test result. At the same time, it has been 

found that performing several tests throughout the academic process in order to strengthen, correct, 

and prevent various attitudes in favor of the student decreases that predisposition and favors learning 

(Cortés, 2020). 

One of the reasons that explain the low level obtained in the diagnostic test is that students 

have had little contact with the language when they take the diagnostic test. In this sense, any kind 

of interaction (music, videos, podcast) might have a positive influence on cultural exchange and can 

therefore be described as a tool for achieving learning improvement (Guerrero, 2020). 

 

Use of Randall's ESL Cyber Listening Lab 

In this part, students were asked to answer five multiple-choice questions that focused on the 

interpretation of the information provided by the audio. The audio interpretation questions obtained 

are shown in Table 5. In these questions, the student had to extract and differentiate the information 

requested in the audio. The interpretation questions evaluate the comprehension and the 

information gathered that the student retains (for this case of the audio) whereas the students must 

select the pertinent and necessary information to answer appropriately. At the being of the strategy, 

low scores were obtained, whereas a notable improvement is visible at the end, when most of the 

students obtained higher scores. In this frame, it is important to mention that phonological features 

are considered as one of the reasons which difficult listening. The origin of this affectation can be 

attributed to the fact that native speakers not always articulated the words, which affect the 

produced sound and it is hard to understand for the listener (Hamouda, 2013). For that reason, not 

only repeating the audios, but the relationship between listening and correlating could be considered 

as an appropriate strategy for improving listening skills. 

Interpretation requires a level of analysis and is based on decoding vocabulary as well as on 

linking the text with its context. Moreover, sociopragmatic features can be used for better 

understanding, such as nonverbal communication or paralinguistic aspects (Jun, 2006; Lynch & 

Mendelsohn, 2013; Widodo & Cirocki, 2015). Indeed, other researchers have reported that using 

audios have a positive impact in the overall listening skills as well as in pronunciation (Gonulal, 

2020). 

The analysis of the results obtained from both tests (sessions 1 and 3) showed a relevant 

improvement in the process of interpretation and pragmatics. This may be due to factors such as 

pronunciation, speed, unfamiliarity with words or terms, and limited listening. Therefore, the use of 

material that students feel more comfortable with is desirable (Erzad, 2020). 

 

Table 5. Results of session 1 and 3 
Students  Randall’s ESL Cyber Listening Lab 

Session 1 (5 points) Session 3 (5 points) 

AVERAGE 1,7 ± 1,4 3,5 ± 1,1 
MODE 1 4 

MEDIAN 1 4 

 

 

FlipGrid 

A 10-minute English video about the importance of languages was chosen, a topic related to those 

studied in class. It has been established that videos are useful for improving oral expression and 

therefore, for having a conversation, since gestures and facial expressions allow learners to connect 

the audible and visual part of the speech. Moreover, when audio is used without video or images, 

negative effects on comprehension are reported (Escudero & Kalashnikova, 2020). Orality is an 

influential factor in communication since is not only about the production of sounds. Oral 

production involves cognitive development and comprehension (Álvarez Correa, 2020).  

The effectiveness of the strategy depends on how comprehensive the questions are, and for 

this reason, it is important to research students´ level of familiarity with the platform (Dinesh & 

Karthikeyan, 2020). Results were much higher compared to the previous sessions since the students 

had had previous experiences with the platform and with the type of questions asked. Having 

sessions with the same methodology but different contexts generate an approach and an 

understanding of the process to be had by the students (Dinesh & Karthikeyan, 2020). 



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As can be seen in table 6, the strategy had three sessions with a similar methodology, 

watching a video and answering questions. Within this frame, students should be able to understand 

the message and respond appropriately. These videos, when played at an appropriate speed, allow 

students to get used to typical and/or real conversations in which repeating the audio is not an 

option (Escudero & Kalashnikova, 2020). 

The scientific literature has reported the advantages that video could play in the listening 

abilities. For instance, video is an alternative instructional tool, that facilitates comprehension of 

pronunciation (related listening skills). Moreover, video-based utilities are more appropriate than 

just audios because there are multiplying inputs that the student can perceive (Djabbаrova, 2020; 

Kaynar & Sadik, 2021; Woottipong, 2014). 

Despite the lack of research using this platform, preliminary reports suggest that FlipGrid 

might be considered as an effective educational tool, since it develops communication skills (Mango, 

2021). However, technical problems are mentioned as negative implications of its use (Innes & 

others, 2020). Nonetheless, it is important to mention that FlipGrid can be effective by improving 

listening comprehension (Guapisaca & Garzón, 2022), because it involves cognitive development 

(Alvarez, 2020).  

 

Table 6. Results of session 2, 4, and 6 
Students FlipGrid 

Session 2 Session 4 Session 6 

AVERAGE 2,5 ± 0,8 4,5 ± 0,5 4,6 ± 0,5 
MODE 3 4 5 

MEDIAN 3 4 5 

 

Lyrics Training  

A song with an American accent was chosen for this activity. Students listened the song and 

simultaneously fulfilled the Lyrics on the training platform. The maximum score for this session was 

41 points. Each point corresponded to a word, which had to be selected in the corresponding order 

to complete the song. The result of this activity is shown in table 7. The most frequent number of 

correct answers for this activity was 16, which is not surprising due to the students’ listening level 

Even though this methodology was new to the students, the result beyond the score indicates the 

importance and relevance of music and how it can improve students' listening skills. 

Learning a new language through songs helps to increase vocabulary since it contains 

authentic language, helps the student to have a socio-cultural vision of English-speaking countries, 

and substantially helps to correctly develop pronunciation in a more didactic and attractive way 

(Luque, 2020). 

These activities are considered as a useful for improving listening skills. The explanation 

might be found in the fact that the student is able to predict the word, and if not, they can listen the 

audio once more (Djabborova, 2020; Ebrahimi et al., 2021; Milan et al., 2019). 

Music has been a useful element of EFL learning for students and teachers, as it allows for 

faster memorization of vocabulary. Some authors emphasized that the needs of today's students are 

different from those of past students, and as such, mixing music with technology allows the 

effectiveness of learning to be greater and in turn motivates students to continue learning (Al-efeshat 

& Baniabdelrahman, 2020).  

Table 7. Results of session 5 
Results Lyrics Training 

AVERAGE 22,0 ± 7,2 
MODE 16 

MEDIAN 23 

 

The pedagogical use of various digital platforms can be considered as a successful strategy for 

strengthening the activity of listening in a second language. 

The results obtained in this research have shown a remarkable improvement in the 

participants in this aspect. The listening skill involves the ability to understand to others when 

expressed at a normal speed and requires an interaction between the sender and the receiver. This 

activity implies a highly elaborated cognitive process, which only occurs when there is a complete 

understanding of the message. Thus, it is evident that the sample has been able to improve in the 



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comprehension of the received message, that it can interact significantly with the sender, and 

therefore, his or her listening ability has been enriched using the developed strategy.  

 

Netflix Party 

As it was mentioned, listening has been considered as a passive learning skill. However, too much 

attention is needed to pay in intonation and pronunciation (Kavaliauskiene, 2008). For achieving an 

appropriate level of listening, the scientific literature has recently explored the use of audio and 

visual platforms in English teaching. In fact, it has been published that the new platforms are more 

effective for developing listening than other teaching media (Ananda et al., 2021).  

In this research, the use of Netflix Party has shown positive results as can be seen in table 6. 

Likewise, the platforms allowed transforming some daily actions or activities (songs, movies, etc.) 

into learning strategies. The activities with videos (talks, series, or movies) using FlipGrid and 

Netflix Party were well received by the students, allowing them to obtain a better result in the 

analysis of the questions posed and in the result of their interpretation. This can be attributed to the 

fact that the images, expressions, and gestures allow them to understand the context of the video and 

relate what they were listening to what was happening in the videos.  

 

CONCLUSION 

In recent years, educational sciences have understood the importance of relating research to 

classroom activities. For this reason, this research arises from how several authors have undertaken 

systematic work to achieve better learning of English as a foreign language, using information and 

communication technologies, mediated by research processes. In this context, this strategy 

demonstrated an improvement in the ability to listen to the English language, an objective set at the 

beginning of this research. On the other hand, as evidenced by the exit test, progress was obtained 

between the beginning of the strategy and the last session. This may be attributed to all the activities 

and platforms (the proposed strategy) that were aimed at strengthening the students' listening skills. 

Even though the platforms were different, they had a specific purpose: to improve the student's 

listening skills. 

It is important to highlight the great variety of pedagogical and didactic resources that can be 

applied in classes to work on listening skills. It should be emphasized that listening is a process and a 

skill that should be worked on frequently in order to achieve a notable improvement in students. The 

activities with videos (lectures, series, or movies) were well received by the students, allowing them 

to obtain a better result in the analysis of the posed questions and in the result of their interpretation, 

thanks to the fact that the images, expressions, and gestures allow them to understand the context of 

the video and connect what they were listening to with what was happening in the videos. Songs are 

useful tools that attract and capture the students' attention.  

With this strategy, positive results were obtained because an improvement in the students' 

listening skills was evidenced, thanks to the platforms, which were chosen thinking about the use of 

the tools they provided, the ease of acquisition, and their use. Likewise, the platforms allowed some 

daily actions or activities (songs, movies, etc.) to be transformed into learning strategies. 

It is pertinent to highlight that as a consequence of the didactic strategy in this research, a 

significant improvement was demonstrated by the students of in the sample, as indicated by the 

results obtained in the entrance and exit tests. This can be interpreted to mean that, during the 

research process, listening skills improved, which indicates that students can perform better when 

they need to use the language in everyday contexts, which is the main objective of English teaching. 

 

FUNDING STATEMENT 

This research received no specific grant from any funding agency. 

 

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