Enhancing English Listening Skills Through Engaging Video-Based Tasks for Pre-Intermediate EFL Students at an Online School in Yangon, Myanmar
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Abstract
Despite the importance of English listening comprehension in EFL education, pre-intermediate learners in online environments face significant challenges in understanding authentic spoken English. This study aimed: 1) To study the current level and fundamental challenges of English listening comprehension skills of pre-intermediate EFL students at an online school in Yangon; 2) To develop students’ listening comprehension skills through video-based tasks within the Task-Based Language Teaching (TBLT) framework; and 3) To evaluate the effectiveness of video-based tasks and students’ satisfaction with the instructional approach.
The study employed a quantitative pre-experimental design using a One-Group Pretest–Posttest Design. The sample consisted of 15 pre-intermediate EFL students (CEFR A2 level), selected through purposive sampling from an online school in Yangon during the second semester of the 2025–2026 academic year. The research instruments included: 1) six-week lesson plans integrating video-based tasks, 2) a 30-item multiple-choice English listening comprehension test, and 3) a five-point Likert scale satisfaction questionnaire. All instruments were validated by three experts using the Index of Item-Objective Congruence (IOC). Data were analyzed using mean, standard deviation, and dependent t-test.
The findings revealed that: 1) students’ initial listening comprehension skills were at a low level, with major difficulties in identifying main ideas and understanding rapid speech; 2) students’ post-test scores were significantly higher than pre-test scores at the .05 level after the implementation of video-based tasks; and 3) students’ satisfaction with the instructional approach was at a high level.
This study contributes to the field of English Language Teaching (ELT) by proposing an effective instructional framework integrating Task-Based Language Teaching and Multimedia Learning Theory, offering practical implications for enhancing listening skills in online EFL contexts.
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