PERSONALIZED LISTENING PRACTICE WITH TED TALKS: STUDENTS’ PERCEPTIONS IN AN EFL CONTEXT

Abstrak

This study investigates EFL students’ perceptions of utilizing TED Talks as an autonomous learning resource for personalized listening practice. Using a qualitative case study approach, data were gathered through a Likert-scale questionnaire and semi-structured interviews with eleven sixth-semester English Education students at a public university in Bogor. Results indicate that students perceive TED Talks positively as an effective, engaging, and relevant medium to improve listening skills independently. The variety of accessible content and motivational delivery enhance learners’ interest and engagement. Challenges such as diverse accents, advanced vocabulary, and rapid speech were reported, with strategies like subtitle use, vocabulary note-taking, and repeated viewing employed to address these issues. Overall, TED Talks are a flexible and beneficial tool for autonomous listening development when paired with effective learning strategies.