FROM SCROLL TO SKILL 2.0: INTEGRATING YOUTUBE AND AI TOOLS TO ENHANCE STUDENTS’ EXTENSIVE LISTENING SKILLS
DOI:
https://doi.org/10.23969/jp.v11i01.38933Keywords:
extensive listening, youtube, artificial intelligence, learner autonomyAbstract
This study investigates how the integration of YouTube and artificial intelligence (AI) tools enhances students’ extensive listening skills in English as a Foreign Language (EFL) contexts. The research addresses a key issue in digital language learning: while students frequently use YouTube for exposure to authentic language, the absence of structured scaffolding and strategy instruction often limits comprehension gains. Focusing on this problem, the study explores how AI-assisted tools—such as real-time transcription, automatic subtitles, summarization, and adaptive feedback—can transform YouTube-based listening from passive consumption into active, autonomous learning. Using a qualitative descriptive approach, data were collected through semi-structured interviews with four purposively selected students from We Learn English Students Course in Palopo, an English language training center. Data collection and analysis followed a three-phase procedure: transcription, member checking, and coding to uncover learners’ strategies, motivations, and perceived skill development. The findings reveal that AI-supported YouTube activities significantly improved learners’ comprehension, pronunciation, and self-regulated learning behaviors. Students demonstrated increased metacognitive awareness, utilizing AI tools to plan, monitor, and evaluate their listening performance. Furthermore, intrinsic motivation and learner autonomy were strengthened, as participants selected content aligned with their interests and received personalized feedback. The study concludes that AI-mediated YouTube engagement fosters a shift “from scroll to skill,” transforming entertainment-oriented digital habits into meaningful language learning experiences. The results underscore the pedagogical potential of integrating AI-driven scaffolding into extensive listening instruction to promote motivation, competence, and learner independence in EFL settings.
Downloads
References
Afrizal, A., & Herlina, R. (2023). Students’ Experiences on Learning Listening Through Youtube Media. Journal of English Education Program (Jeep), 10(1), 25. https://doi.org/10.25157/(jeep).v10i1.9682
Andringa, S., Olsthoorn, N., Beuningen, C. v., Schoonen, R., & Hulstijn, J. H. (2012). Determinants of Success in Native and Non‐Native Listening Comprehension: An Individual Differences Approach. Language Learning, 62(s2), 49–78. https://doi.org/10.1111/j.1467-9922.2012.00706.x
Ate, C. P., Anuno, A. D. C., & Muliani, M. (2025). Self-Directed Learning With Youtube: Enhancing Listening Skills on Students of English Education Study Program. J. Innov. Technol. Learn. Educ., 2(2), 58–68. https://doi.org/10.37792/jitle.v2i2.1525
Aziz, M., Tauchid, A., Zainuddin, Moh., & Fatoni, M. (2025). Exploring University EFL Learners’ Experiences in Using Podcasts for Listening and Vocabulary Development. Intens, 2(02), 1–14. https://doi.org/10.32665/intens.v2i02.5145
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.
Cross, J. (2009). Effects of Listening Strategy Instruction on News Videotext Comprehension. Language Teaching Research, 13(2), 151–176. https://doi.org/10.1177/1362168809103446
Đurić, I., & Gandhi, S. M. G. (2024). Enhancing English Listening Skills in Indian Engineering Students Through Comprehensible Input: An Experimental Study. Kuey. https://doi.org/10.53555/kuey.v30i4.8551
Fadillah, A. S. N., Nasrullah, N., & Rosalina, E. (2023). The Use of Watching Youtube Videos for Acquiring Students’ Listening Comprehension. International Journal of Educational Best Practices, 7(1), 92. https://doi.org/10.31258/ijebp.v7n1.p92-104
Fradana, A. N., Suwarta, N., & Sotlikova, R. (2025). Strengthening Multimodal Literacy Through Digital Literary Text Learning: Enhancing Students’ Achievement in the Age of Disruption. Journal of Language and Literature Studies, 5(1), 216–225. https://doi.org/10.36312/jolls.v5i1.2635
Frikha, M., Chaâri, N., Mezghanni, N., Alhumaid, M. M., & Alibrahim, M. S. (2022). Students’ Perceptions in Online Physical Education Learning: Comparison Study of Autonomy, Competence, and Relatedness in Saudi Students During the COVID-19 Lockdown. International Journal of Environmental Research and Public Health, 19(22), 15288. https://doi.org/10.3390/ijerph192215288
Goh, C. C. M. (2008). Metacognitive Instruction for Second Language Listening Development. Relc Journal, 39(2), 188–213. https://doi.org/10.1177/0033688208092184
Gönülal, T. (2022a). Improving Listening Skills With Extensive Listening Using Podcasts and Vodcasts. International Journal of Contemporary Educational Research, 7(1), 311–320. https://doi.org/10.33200/ijcer.685196
Gönülal, T. (2022b). Improving Listening Skills With Extensive Listening Using Podcasts and Vodcasts. International Journal of Contemporary Educational Research, 7(1), 311–320. https://doi.org/10.33200/ijcer.685196
Hamada, Y. (2015). Shadowing: Who Benefits and How? Uncovering a Booming EFL Teaching Technique for Listening Comprehension. Language Teaching Research, 20(1), 35–52. https://doi.org/10.1177/1362168815597504
Hosogoshi, K. (2016). Effects of Captions and Subtitles on the Listening Process: Insights From EFL Learners’ Listening Strategies. The Jalt Call Journal, 12(3), 153–178. https://doi.org/10.29140/jaltcall.v12n3.j206
Huang, B. H., Chang, Y. S., Zhi, M., & Niu, L. (2018). The Effect of Input on Bilingual Adolescents’ Long-Term Language Outcomes in a Foreign Language Instruction Context. International Journal of Bilingualism, 24(1), 8–25. https://doi.org/10.1177/1367006918768311
Ishak, T., Kurniawan, R., & Zainuddin, Z. (2020). The Role of Pre-Class Asynchronous Online Video Lectures in Flipped-Class Instruction: Identifying Students Perceived Need Satisfaction. Journal of Pedagogical Research, 4(1), 1–11. https://doi.org/10.33902/jpr.v4i1.145
Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging Students in Learning Activities: It Is Not Autonomy Support or Structure but Autonomy Support and Structure. Journal of Educational Psychology, 102(3), 588–600. https://doi.org/10.1037/a0019682
Karataş, H., Alcı, B., Yurtseven, N., & Yüksel, H. G. (2015). Prediction of ELT Students’ Academic (Language) Achievement: Language Learning Orientation and Autonomous Learning. International Online Journal of Educational Sciences. https://doi.org/10.15345/iojes.2015.01.014
Khotibi, A. J., & Hadi, M. S. (2022). Students’ Problem of Using Youtube Video as English Learning Media During Covid-19 Pandemic. Jurnal Studi Guru Dan Pembelajaran, 5(3), 221–225. https://doi.org/10.30605/jsgp.5.3.2022.1501
Khotimah, K., Rusijono, & Mariono, A. (2024). Enhancing Metacognitive and Creativity Skills Through AI-Driven Meta-Learning Strategies. International Journal of Interactive Mobile Technologies (Ijim), 18(05), 18–31. https://doi.org/10.3991/ijim.v18i05.47705
Lee, I. C. J., & Wong, P. (2022). Are There Differences Between Online and in-Person Team-Based Learning Classes? Through the Lens of Self-Determination Theory and Learners’ Characteristics. https://doi.org/10.21203/rs.3.rs-1298958/v1
Lestari, P., Rohliah, L., Ningsih, W., & Hutagalung, G. U. (2023). Youtube: A Teaching Media to Optimize Students’ English Listening Comprehension Skill. Global Expert Jurnal Bahasa Dan Sastra, 11(1), 17–24. https://doi.org/10.36982/jge.v11i1.3210
Li, P. (2022). A Study on Using Noticing Hypothesis to Improve Learners’ Language Input in Language Learning. Journal of Contemporary Educational Research, 6(1), 68–71. https://doi.org/10.26689/jcer.v6i1.2896
Lin, I., Yang, C., Lin, E. C. L., Chung, F., & Yu, C. (2024). The Determinants of Mental Illness Self‐Management for Patients With Schizophrenia and Type 2 Diabetes: A Self‐Determination Theory Approach. Journal of Clinical Nursing, 34(8), 3206–3213. https://doi.org/10.1111/jocn.17502
Liu, X. (2025). Reconceptualizing Foreign Language Learning Through Artificial Intelligence Within the Framework of the Zone of Proximal Development. GBP Proc. Ser., 8, 9–15. https://doi.org/10.70088/790gnb90
Mahdavy, B., & Namavar, M. M. (2023). Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter? Theory and Practice of Second Language Acquisition, 9(1), 1–22. https://doi.org/10.31261/tapsla.12097
Ma’rufah, A., Samanhudi, U., & Ardiasih, L. S. (2024). Project-Based Learning Using Podcast-Assisted Media in the Teaching of English Speaking Skill. Lectura Jurnal Pendidikan, 15(2), 521–532. https://doi.org/10.31849/lectura.v15i2.20706
Mishima, M., & Cheng, L. (2017). The Impact of a Computer-Mediated Shadowing Activity on ESL Speaking Skill Development: A Pilot Study. L2 Journal, 9(1). https://doi.org/10.5070/l29132493
Mokhtari, K. (2025). Thinking With Machines: Leveraging Artificial Intelligence (AI) to Foster Metacognitive Reading Comprehension. https://doi.org/10.5772/intechopen.1012695
Muñoz, C. (2022). Audiovisual Input in L2 Learning. Language Interaction and Acquisition, 13(1), 125–143. https://doi.org/10.1075/lia.22001.mun
Nguyen, Q. N. (2025). Beyond Comprehensible Input: A Neuro-Ecological Critique of Krashen’s Hypothesis in Language Education. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1636777
Nowbakht, M., & Shahnazari, M. (2015). The Comparative Effects of Comprehensible Input, Output and Corrective Feedback on the Receptive Acquisition of L2 Vocabulary Items. Advances in Language and Literary Studies, 6(4). https://doi.org/10.7575/aiac.alls.v.6n.4p.103
Ntoumanis, N. (2005). A Prospective Study of Participation in Optional School Physical Education Using a Self-Determination Theory Framework. Journal of Educational Psychology, 97(3), 444–453. https://doi.org/10.1037/0022-0663.97.3.444
Pelikan, E., Korlat, S., Reiter, J., Holzer, J., Mayerhofer, M., Schober, B., Spiel, C., Hamzallari, O., Uka, A., Chen, J., Välimäki, M., Puharić, Z., Anusionwu, K. E., Okocha, A. N., Zabrodskaja, A., Salmela‐Aro, K., Käser, U., Schultze‐Krumbholz, A., Wachs, S., … Lüftenegger, M. (2021). Distance Learning in Higher Education During COVID-19: The Role of Basic Psychological Needs and Intrinsic Motivation for Persistence and Procrastination–a Multi-Country Study. Plos One, 16(10), e0257346. https://doi.org/10.1371/journal.pone.0257346
Rahila, C. D. I., Batubara, M. H., & Marlina, M. (2023). The Influence of YouTube on Listening Skills. Journal of Linguistics Literature and Language Teaching (Jlllt), 3(1), 1–7. https://doi.org/10.37249/jlllt.v3i1.507
Ramadhani, G. P., & Samsi, Y. S. (2023). Efl Junior High School Students’ Perception Towards Using Youtube in Learning Process of English Listening Skills. Edusaintek Jurnal Pendidikan Sains Dan Teknologi, 11(1), 351–366. https://doi.org/10.47668/edusaintek.v11i1.970
Razaghi, M., Bagheri, M. S., & Yamini, M. (2019). The Impact of Cognitive Scaffolding on Iranian EFL Learners’ Speaking Skill. International Journal of Instruction, 12(4), 95–112. https://doi.org/10.29333/iji.2019.1247a
Read, T., Kukulska‐Hulme, A., & Bárcena, E. (2021). Supporting Listening Comprehension by Social Network-Based Interaction in Mobile Assisted Language Learning. Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras, 35, 295–309. https://doi.org/10.30827/portalin.v0i35.15341
Rong, Z., & Xue, W. (2018). The Application of Metacognitive Strategies to EFL Listening Instruction—A Study on Metacognitive Strategy-Centered Instructional Model in Listening Classroom. Destech Transactions on Social Science Education and Human Science, icessh. https://doi.org/10.12783/dtssehs/icessh2018/23795
Saputra, Y., & Fatimah, A. S. (2018). The Use of TED and YOUTUBE in Extensive Listening Course: Exploring Possibilities of Autonomy Learning. Indonesian Jelt Indonesian Journal of English Language Teaching, 13(1), 73–84. https://doi.org/10.25170/ijelt.v13i1.1451
Shafwati, D., Sholihah, L., Prakoso, G. H., & Riyantika, F. (2021). The Use of YouTube Video Toward Students’ Listening Ability. https://doi.org/10.4108/eai.16-10-2020.2305198
Shaojie, T., Samad, A. A., & Ismail, L. (2022). Systematic Literature Review on Audio-Visual Multimodal Input in Listening Comprehension. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.980133
Suryana, I., Asrianto, A., & Murwantono, D. (2020). Artificial Intelligence to Master English Listening Skills for Non-English Major Students. Journal of Languages and Language Teaching, 8(1), 48. https://doi.org/10.33394/jollt.v8i1.2221
Suvorova, T., & Demirbilek, M. (2025). Beyond Adaptive Learning. 1–24. https://doi.org/10.4018/979-8-3693-8332-2.ch001
Ulfert-Blank, A.-S., & Schmidt, I. (2022). Assessing digital self-efficacy: Review and scale development. Computers & Education, 191, 104626. https://doi.org/10.1016/j.compedu.2022.104626
Vandergrift, L. (2005). Relationships Among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. Applied Linguistics, 26(1), 70–89. https://doi.org/10.1093/applin/amh039
Vandergrift, L., & Tafaghodtari, M. H. (2010). Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60(2), 470–497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
Veas, A., Costa, J. L. C., Miñano, P., & Corbí, R. G. (2018). Relationship Between Parent Involvement and Academic Achievement Through Metacognitive Strategies: A Multiple Multilevel Mediation Analysis. British Journal of Educational Psychology, 89(2), 393–411. https://doi.org/10.1111/bjep.12245
Vellanki, S. S., Mond, S., Khan, Z. K., & Nair, L. G. (2022). Teachers’ Viewpoint of Metacognitive Strategy Instruction in Listening During Remote Teaching in Oman: Challenges and Strategies. International Journal of Learning Teaching and Educational Research, 21(7), 82–106. https://doi.org/10.26803/ijlter.21.7.5
Walker, P. B., Haase, J., Mehalick, M. L., Steele, C. T., Russell, D. W., & Davidson, I. N. (2025). Harnessing Metacognition for Safe and Responsible AI. Technologies, 13(3), 107. https://doi.org/10.3390/technologies13030107
Wang, Y., & Treffers‐Daller, J. (2017). Explaining Listening Comprehension Among L2 Learners of English: The Contribution of General Language Proficiency, Vocabulary Knowledge and Metacognitive Awareness. System, 65, 139–150. https://doi.org/10.1016/j.system.2016.12.013
Widiyarto, S., Mulyadi, M., Wulansari, L., & Ati, A. P. (2021). Youtube as a Media for Students’ Comprehensive Listening Ability at Junior High Schools in Bekasi. Jurnal Pajar (Pendidikan Dan Pengajaran), 5(6), 1699. https://doi.org/10.33578/pjr.v5i6.8504
Xie, Y., Zhou, R., Chan, A. H. S., Jin, M., & Qu, M. (2023). Motivation to Interaction Media: The Impact of Automation Trust and Self-Determination Theory on Intention to Use the New Interaction Technology in Autonomous Vehicles. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1078438
Yan, B. (2023). Exploration of College English Listening Teaching Model in the Context of New Curriculum Reform. International Journal of New Developments in Education, 5(14). https://doi.org/10.25236/ijnde.2023.051414
Yang, F.-Y. (2020). EFL Learners’ Autonomous Listening Practice Outside of the Class. Studies in Self-Access Learning Journal, 12(4), 328–346. https://doi.org/10.37237/110403
Yifan, P., Hashim, H., & Said, N. E. M. (2025). Cognitive Amplification: Harnessing Artificial Intelligence to Augment Metacognitive Learning Strategies. Dirasat Human and Social Sciences, 53(1), 7967. https://doi.org/10.35516/hum.2025.7967
Zheng, F., Ping-ying, H., Lian, Z., Wang, Y., Wu, S., & Li, H. (2020). Contributing Factors to the Improvement of International Students’ Health Literacy in China: A Self-Determination Theory Perspective. Frontiers in Public Health, 8. https://doi.org/10.3389/fpubh.2020.00390
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Pendas : Jurnal Ilmiah Pendidikan Dasar
This work is licensed under a Creative Commons Attribution 4.0 International License.
