ENHANCING UNIVERSITY STUDENTS’ LISTENING SKILLS THROUGH LEARNER AGENCY IN THE DIGITAL ERA

Abstract

This study aims to explore how university students enhance their listening skills through the application of learner agency in the context of digital learning. Using a qualitative case study approach, data were collected through structured questionnaires and semi-structured interviews with three students who were actively engaged in digital listening activities. The analysis revealed that students exhibited agentive behaviors such as conscious decision-making, strategic platform selection, self-reflection, and the adaptation of learning methods based on context and individual needs. They did not merely use technology passively but utilized it purposefully to support their understanding and development of listening skills. The findings of this study affirm that learner agency plays a significant role in shaping independent, reflective, and effective learning experiences. The implications suggest the need for the development of student-centered learning approaches that foster autonomy in the use of technology, particularly to improve listening skills in the digital age.