ENGLISH-MAJOR STUDENTS’ PERCEPTIONS OF USING EDPUZZLE TO LEARN LISTENING SKILLS AT A UNIVERSITY IN VIETNAM

Thi Hong Ha Nguyen

doi:10.63506/jilc.1001.447

Authors

Thi Hong Ha Nguyen Author

DOI:

https://doi.org/10.63506/jilc.1001.447

Keywords:

Edpuzzle; listening; Triple-E framework; educational technology; interactive video

Abstract

This study aims to investigate students’ perceptions of the effectiveness of Edpuzzle – a digital platform offering videos with interactive activities in a listening course at a university in Vietnam. The research employed a mixed-method approach involving 67 second-year English-major students to evaluate the benefits of using Edpuzzle for learning listening skills in three dimensions: engagement, enhancement, and extension. Data were collected through questionnaires, semi-structured interviews, and learning journals, and were analyzed using descriptive statistics and thematic analysis based on the Triple-E framework (Kolb, 2020). The findings indicate that students responded positively to the effectiveness of Edpuzzle in listening classes. However, some students reported difficulties related to maintaining concentration when processing both visual and auditory information simultaneously. Overall, the study suggests that Edpuzzle has considerable potential to support listening instruction if it is appropriately integrated into classroom activities. Pedagogical implications and recommendations for future research are also discussed.

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