Engaging Student Teachers in Collaborative and Reflective Online Video-Assisted Extensive Listening in an Indonesian Initial Teacher Education ( ITE ) Context

This article reports on findings of qualitative investigation into the use of online videos for extensive listening (EL) practice coupled with reflective practice and online discussion. Drawn on Day and Bamford’s extensive reading (ER) principles, it seeks to situate how this EL practice is pedagogically enacted in the Indonesian ITE context. Grounded in action learning (AL), the study examines how much intermediate-level English student teachers engaged in collaborative and reflective online video-assisted EL practice over a period of 12 weeks. Throughout the project, 24 student teachers participated in four main activities, including (1) selfselection of EL materials, (2) collaborative video viewing, (3) reflective practice, and (4) online discussion. Study findings suggest that even though the participants encountered language-related difficulties at the outset, they were positive about collaborative and reflective online video-assisted EL. The participants felt that they moved listening beyond the teacher-fronted action zone in which the teacher played roles as their facilitator and collaborator. Not only did they learn to listen for meaning, but they also learned to become autonomous and reflective language learners.