English language learners’ experiences of using interactive videos in EFL listening




Section: Regular Articles


  • Arif Bakla Email ORCiD Ankara Yıldırım Beyazıt University, Türkiye
  • Hakan Demiröz Email ORCiD Social Sciences University of Ankara, Türkiye
DOI: https://doi.org/10.29140/jaltcall.v20n2.1247


As blended and online courses are becoming more prevalent, there is need for research into how digital tools might help teachers increase learner motivation and engagement in online learning. This qualitative case study explores learners’ perceptions of interactive videos, with a particular focus on perceived levels of learner motivation and engagement, along with the apparent value of the interactive elements in providing feedback and improving listening comprehension. The participants were 37 freshmen EFL learners, majoring in English language teaching. The data were collected through semi-structured interviews with six participants and the learning analytics module of the interactive video software. The six interview participants, along with 31 others, also responded to reflective journal prompts. The participants reported that interactive videos provided them with meaningful input and timely feedback, and the perceived improvement in their listening skills motivated them. Most of the participants reported that they preferred interactive components for promoting higher engagement, but they also highlighted that having frequent interactive elements distracted them from the content.

Keywords: interactive videos, perceptions, listening comprehension, interactivity

Suggested Citation:

Bakla, A., & Demiröz, H. (2024). English language learners’ experiences of using interactive videos in EFL listening. The JALT CALL Journal, 20(2), 1–32. https://doi.org/10.29140/jaltcall.v20n2.1247


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