From Whole-Class Replay to Student-Controlled Listening Support: An Action Research Study of Interactive Listening Webpages in EAP
TL;DR
The findings suggest that students valued the webpage because it enabled self-paced review, targeted replay, and more private checking of mistakes, however, the tool should be accompanied by teacher guidance on listening strategies, transcript use, and device management.
Abstract
This action research study was conducted in a Year 1 Foundation EAP listening classroom at Xi’an Jiaotong-Liverpool University. It addressed the problem that teacher-controlled whole-class replay cannot fully meet individual needs in a mixed-ability class. An interactive HTML listening webpage was introduced so that students could submit answers on their own devices, receive immediate feedback, replay question-specific audio clips, and consult segmented transcripts as delayed support. Data were collected from 11 survey responses and three semi-structured interviews, and were analysed through descriptive statistics and thematic analysis. The findings suggest that students valued the webpage because it enabled self-paced review, targeted replay, and more private checking of mistakes. However, the tool should be accompanied by teacher guidance on listening strategies, transcript use, and device management. The study offers practical implications for differentiated and reflective listening support in EAP classrooms.