000069500 web based listening materials as a tool to improve listeing skills and learner autonomy of foundation studies departmenr studenrs at hanoi university
S tatem en t o f the p ro b lem and ration ale o f the s tu d y
Freeman (2000) argues that in second language teaching, teachers should provide learners with opportunities to learn the target language in authentic, communicative, and meaningful contexts Consequently, substantial effort has been invested in creating such environments to help language learners achieve optimal results.
Among the many online learning resources available to teachers and students, the rapid development of technology has made the Internet a widely exploited tool, thanks to its hypertext capability to accommodate a broad range of learning styles and needs (Tina, 1997) In the field of education, these rich resources have introduced diverse concepts in learning, such as e-learning.
W eb-based learn in g, o n lin e learning o r distance learning T h o u g h th e term s can be used interch angeably, a t tim es, there are som e “subtle, c o n seq u en c es d iffe re n c e s” (S usanna,
According to Susanne (2002), e-learning is largely associated with activities that involve computers and interactive networks working together In this view, the computer does not have to be the central element of the activity or the sole source of learning content; what matters is that both the computer and the network play a significant role in the learning process Online learning, by contrast, is tied to content that is readily accessible on a computer, with lesson materials that can reside on the device or be accessed via the network.
Distance learning encompasses multiple delivery methods, from Web and Internet access to materials packaged on CD-ROM or stored on a computer hard drive It is defined by interaction between the instructor and learners, enabling timely feedback and active engagement rather than mere posting or broadcasting of content Simply posting or broadcasting learning materials does not constitute distance learning; the instructor must be involved in receiving and responding to learner feedback Web-based learning delivers materials through a Web browser and can include resources packaged on CD-ROM or other media for offline use, blending online accessibility with traditional media formats.
Web-based learning (WBL) and Web-based materials (WBMs) are chosen as a practical remedy to improve students’ language abilities, leveraging advantages over other approaches and aligning with the current circumstances of learning The materials are continuously updated to reflect the rapid changes in life and society, delivering attention-grabbing content about recent events and discoveries that motivate students to learn English as a real necessity to stay aligned with international trends Moreover, these resources are often written for native speakers, ensuring authentic language that models real communication.
Web-based materials (WBMs) differ from textbooks, which are often simplified and modified for specific purposes Because WBMs are authentic, they touch on different aspects of life and society and bring many interesting topics into the lesson, making English learning more lively Students can learn English while receiving real-world information and news about the world In some cases, WBMs can be used without a computer or Internet in class: teachers can download the content and present it in printed form with accompanying audio files for listening activities This offline option is especially useful when students and teachers do not have reliable access to computers or the Internet in the classroom.
Evidence from prior research (Masae, 2003; Mine et al., 2003; Uschi, 2000) shows that web-based materials can help improve a range of language skills—primarily reading, listening, speaking, and writing Of these, listening is considered a critical element in learners’ competent language performance (Carl, 1997) Wolvin and Coakley (1988), cited in Patricia (1991), maintained that everyone who lives, works, and studies in an English-speaking environment will need to become highly proficient listeners of English More than twenty years on, that statement remains valid Listening, along with reading, is an input process through which students can obtain information and knowledge that feed the output process—speaking and writing.
H o w ev er im po rtant it is, though, listen in g rem ains a g reat challenge to m any E nglish as
S eco n d L anguage stud ents A ltho ug h various m ethods h av e been used, an d students are
Many students struggle to improve their listening skills and still score poorly on tests More seriously, they often fail to grasp what they hear in real-life situations, whether it’s a piece of news or an English announcement, signaling a broader challenge in language learning and English proficiency For these reasons, listening is a critical skill that can be improved with targeted guidance and resources, such as those offered by WBM.
F o r stu d en ts w ho pass th e entrance exam s to H anoi U n iv ersity to stud y F inance and
Students enrolled in programs such as Banking, Computer Science, and International Studies typically spend a full year in the Foundation Studies Department (FSD) to study English For some learners, one year is a long period; for others, it remains too short to achieve the English proficiency required to study their major Although listening is taught as a core subject in the curriculum, students still need greater effort to meet course requirements For teachers, the use of different types of instructional materials remains questionable In this context, the study proposes to investigate web-based listening materials as a tool to improve listening skills and learner autonomy among FSD students.
Foundation Studies Department students at Hanoi University are the focus of this study Building on previous research, the study is expected to yield reliable findings and practical implications for the use of WBM in this specific context.
A im s o f the s tu d y
Considering WBM as a potential approach to enhancing students’ English listening competence, this study aims to explore the different aspects related to WBM It examines how FSD teachers apply WBM and what insights they offer, with findings gathered through questionnaires.
Furthermore, the study aims to determine the effectiveness of WBM in supporting the development of students’ listening skills More importantly, it proposes practical approaches to leverage WBM for enhancing listening outcomes, making these strategies a core objective of the research.
T h erefo re, th e stu dy aim s a t finding an sw ers to the fo llo w in g questions:
1 W hat is te ach ers’ attitu d e tow ards the use o f W eb -b ased listen in g m aterials?
2 W h at is stu d en ts’ attitu d e tow ards the use o f W eb -based listen in g m aterials?
3 T o w h at ex ten t do W eb -b ased listening m aterials im p ro v e the stu d en ts’ listening skills?
4 W hat are W eb -b ased listen in g m ateria ls’ effects on learn er autonom y?
5 W hat are the o b sta c le s for stud en ts to access W eb -b ased listening m aterials b y them selves?
6 H ow can W eb -b ased listen in g m aterials be effectiv ely em p loy ed?
S ig n ifican ce o f the s t u d y
Based on the study findings, the results are expected to benefit the target groups, including teachers and students at FSD For teachers—syllabus designers and course conveners—the research is anticipated to yield meaningful findings and practical recommendations that can inform teaching practices within the department and, in turn, enhance student learning More broadly, the study may shed light on the use of Web-based listening materials in language teaching, offering actionable insights for language educators to integrate these resources into their own teaching environments.
From a theoretical perspective, this research will contribute to developing a broader concept, Computer-Assisted Language Learning (CALL), and provide greater insight into the application of the Internet to English language learning.
S co p e o f the s tu d y
This study focuses on exploring the use and effectiveness of WBM on listening skills, alongside other macro skills such as speaking, writing, and reading The materials employed include authentic content from recognized websites like voanews.com, cnn.com, and australiannetwork.com Depending on varying conditions, teachers can assign students to practice listening at home as homework with regular checks, or print content from these sites and design appropriate activities tailored to students’ needs and abilities so they can practice in class.
Regarding the study setting, FSD, Hanoi University is chosen as the site where the researcher conducts the study Both teachers and students participate to capture perspectives from two stakeholder groups—the learners and the instructors The research will examine various aspects of Web-Based Materials (WBM), including how WBM is used, teachers’ attitudes toward these materials, and students’ evaluations of different features of WBM and its impact on learners’ learning outcomes The experiment will run for one term, equivalent to ten weeks.
O u tlin e o f the th e s is
Chapter 1 introduces the entire thesis by explaining the rationale for the study, outlining the research aims and objectives, and clarifying the significance of the work It also defines the scope and boundaries of the investigation, establishing what will be studied and what will be excluded, so readers understand the context and purpose of the research from the outset.
C h a p ter 2 prov id es the b ack gro un d o f th e study A rev iew on key co ncepts relatin g to
W B M , an d som e related literature are presented.
Chapter 3 outlines the research methods adopted in this study, detailing the justification for the chosen instruments, the characteristics of the targeted participants, and the research questions that guide the inquiry, as well as a step-by-step description of how the study was implemented to ensure methodological rigor.
Chapter 4 presents the study results, offers critical interpretation and analysis of those findings, and discusses their implications The following discussions articulate the researcher’s perspectives and reflections on what the results mean.
Chapter 5 outlines practical approaches for leveraging Web-based listening materials to maximize benefits for teachers and students It also highlights the study's contributions and acknowledges its limitations Finally, it proposes directions for future research to deepen understanding of the topic.
A look at the d e v e lo p m e n t o f technology in language le arn in g thro u g h tim e
Technology is an undeniable feature in every type of language teaching, with tools available to support each approach The choice of teaching tools reflects the prevailing teaching methodology and the broader trends shaping the field over time.
Across the history of classroom technology, the blackboard—the oldest and simplest tool—has long been viewed as an effective vehicle for one-way transmission of information from teacher to student As technology advanced, the overhead projector appeared, becoming a powerful tool in the teacher-centered classroom and enabling teachers to present material to the whole class while supporting drill-and-practice exercises, particularly in grammar and language learning.
B oth the black bo ard an d overhead p ro jecto r serv e as ex ce lle n t to o l fo r th e g ram m ar- tran slation m ethod.
During the 1970s and 1980s, the audio-lingual method, aided by audio-tape, became a staple in language classrooms where students performed the “drilled repetition drills” (Warschauer & Meskill, 2000) Yet, results after a period of widespread use showed limited effectiveness relative to the money and effort invested, prompting a shift toward communicative language teaching This transition opened a new era in language teaching and learning focused on genuine communication and interactive practice While debates continue about the method's exact value, the audio-lingual approach itself offered meaningful applications within the language learning process.
Technology in language learning has strong support, as Warren (2004) argues that foreign language learning lends itself to the use of media Beyond the traditional tools—the blackboard, overhead projector, and audio-tape—computers have been used in language teaching since the 1960s (Warschauer & Healey, 1998) Since then, various forms of computer-assisted language learning (CALL) have become commonplace in language education (Iandoli, 1990).
T o g eth er w ith o th er tech n o lo g y , C A L L itse lf also ex p erien ced a sh ift fro m b eh av io ristic
C A L L to co m m u n ica tiv e an d then integrative C A L L (W arsch au e r & H ealey 1998) T h e b eh av io ristic C A L L se rv e d the pu rpo se o f d rill-an d -p ractice m e th o d like th e audio-tape
Computer-assisted language learning (CALL) emerged as an advance over earlier approaches, yet it faced ongoing criticism During this period, CALL software included text reconstruction programs that let students work alone or in groups to rearrange words and texts to uncover patterns of language and meaning, as well as simulations that stimulated discussion and discovery among students working in pairs or small groups For many proponents, the focus shifted from what students did with the machine to how they interacted with one another at the computer Critics argued that the computer was still used in an ad hoc, disconnected way, contributing more to marginal aspects of language learning than to its central elements Consequently, a new perspective emerged that integrated listening, writing, speaking, and reading, with technology more fully attached to the learning process.
As Healey (1998) argued, integrative approaches in language education involve students continually using a variety of technological tools as part of an ongoing process of language learning and use, rather than visiting the computer lab once a week for isolated exercises.
Computer technology has become increasingly accessible to individuals and schools, and growing recognition of its potential has shifted the emphasis from the technology itself to its practical applications, driving the search for ways to use computers to enhance teaching and learning Recently, the expansion of Internet use has amplified this impact by linking learners and teachers to a wealth of online resources, educational tools, and collaborative platforms that support more effective instruction and student engagement.
The World Wide Web is expanding for both language educators and language learners, driving an unprecedented boom in using the Internet to support language courses for a variety of purposes Concepts related to CALL—computer-assisted language learning—such as online learning, distance learning, and Web-based learning have emerged, reflecting the diverse forms of learning conducted with a computer As technology continues to advance, comparing the advantages and challenges of this learning mode helps educators plan effective online strategies and helps learners navigate their Web-enabled language education journey.
L earn er au to no m y in W eb-based m a te ria ls
D efinition o f le arn er a u to n o m y
T h e term “ learn er au to n o m y ” w as first co in ed by H enri H o lec in 1981, w h o sim ply d escrib ed it as “the ability to take ch arg e o f o n e ’s learn in g ” (H o lec, 1981) S in ce then, vario u s d efin itio n s h av e b een given depen din g on the c o n te x t a n d p u rp o se s o f th e w riter
A cco rd in g to the C o m m o n E uropean F ram ew ork (C ouncil o f E u ro p e 2 0 0 1 , C E F ), the co n ce p t o f lan gu ag e le a rn in g au ton om y co n sists o f the ab ility to o b se rv e a n d p articip a te in new ex p erien ce and then in corpo rate new k n o w ledg e in to e x istin g k n o w led g e, an d m od ify th e la tter w hen needed It can be seen that, generally, le a rn e r au to n o m y b elo n g s to g e th er w ith the id ea that o f th e fu n ctio n s o f ed u catio n is to eq u ip le a rn e r to p la y an activ e ro le in p articip ato ry d em o cracy (L ittle, 1995) In the sam e d ire c tio n w ith th e a b o v e d efin itio n s,
• for situations in w h ich learners stu d y entirely on th e ir own;
• fo r a set o f skills w hich can be learned and ap p lied in self-directed learning;
• fo r an inborn cap acity w hich is su p pressed by in stitu tio n al education;
• fo r th e ex ercise o f learners' responsibility for th e ir o w n learning;
• fo r the rig ht o f learn ers to determ ine the direction o f their ow n learning.
According to Ruth (2006), autonomous learning is only successfully achieved when learners actively respond to and interact with content, enabling them to acquire the language efficiently and apply it in meaningful ways The teacher’s role is described as an intensely active guide rather than a passive observer or occasional source of feedback Consequently, learning autonomy is a dynamic, multidimensional process in which the learner and the instructor are equally active Autonomy can be realized only when teacher intervention is relevant to and based on the specific learning needs of students.
In 2001, another argument for learner autonomy on the Web contended that the clamor for autonomy becomes dysfunctional when web use is embedded in fragmented language‑learning contexts at elementary or lower intermediate levels If students simply roam randomly from site to site, they gain little language proficiency or linguistic knowledge, and at low levels they may not even understand enough to make sense of an authentic source or appreciate its pragmatic context Consequently, Hans (2001) proposed two key factors that cyberspace must support to foster autonomy: the learner’s motivation and the existence of decipherable, legible sources that can satisfy that motivation or curiosity.
In the context of using WBM, Littlewood’s (1997) definition appears to be the most fitting, especially as it emphasizes the role of students in their own learning when there is no teacher beside them This focus on learner autonomy underscores how students drive their education in the absence of direct instructional guidance.
Defining autonomy in educational terms as learners’ capacity to use language independently of teachers reframes autonomy as a potentially controversial aim for learners everywhere, since it is obvious that no student will have teachers accompanying them throughout life (p 73) In practice, this perspective encourages curricula and supports that cultivate lifelong, self-directed language skills rather than relying on constant instructor presence.
Explanation concerns a broader sense of a student’s self-awareness of their learning when the teacher isn’t available to provide instruction or guidance A typical scenario is students using web-based listening materials at home on their personal computer with an Internet connection, which requires self-regulated learning: they must exercise self-control to stay focused on study tasks and avoid distractions from internal and external factors.
W eb -based m a te ria ls a n d learner a u to n o m y
The Internet's potential to facilitate foreign-language learning is increasingly recognized and exploited by universities (Hurd, 2005) However, for many institutions, turning this potential into tangible gains requires addressing challenges such as unequal access to technology, faculty training, and the alignment of online resources with curriculum goals and assessment practices.
According to Hurd (2005), the realization of learner autonomy in online learning depends on capacity and readiness being enacted quickly, with technology then enabling self-management and self-regulation as central skills The work highlights the challenge for course designers, task writers, and tutors to devise ways to support learners’ autonomy by fostering these competencies Hurd asserts that technology can enhance autonomy by expanding learners’ control, offering diverse modes, tasks, and activities that promote reflection and intercultural awareness, and by providing a non-threatening, supportive communicative environment From these findings, learner autonomy in web-based education does exist, yet teachers must design appropriate activities to consciously promote and realize this potential.
Li (2005) noted that leveraging computer resources can encourage learner autonomy The researcher argued that the use of computers and multimedia systems supports autonomous learning by giving learners more control over their study.
Autonomy lies at the heart of an English program, whose main goal is to teach and encourage students to become autonomous learners Implementing autonomous learning provides students with opportunities and environments that support self-directed study By engaging in this approach, learners improve their abilities in self-correction, self-initiation, and self-repair, ultimately becoming more autonomous learners.
Evidence shows that the role of technology in learning is to promote self-directed learning and increase learner autonomy (Laurillard, 1993) For example, Xin and Kim (2004) investigated the effectiveness of learning in online environments and found that learners were more often prompted to initiate the learning process Their observations also reported that instructors in the study showed a general sense of satisfaction with the online teaching environment The Web provides access to information databases and course notes, yet learners need to have control over these resources In this sense, learner autonomy influences the quality of learning outcomes Consequently, learner autonomy is one of the major assessment aspects that informs teaching and enhances learning.
Thanks to rapid technology development, the Web shifts the teacher’s role from spoon-feeding students to acting as an instructor who guides their learning This approach helps learners develop self-directed learning and self-assessment skills, which significantly enhance learner autonomy (Frederiksen & White, 1997).
2.3 W e b -b a s e d m a te r ia ls a n d a u th e n tic ity
D efinition o f au th en tic m a te ria ls
M ost definitions o f authentic m aterials share the sam e view that they are the m aterials that are p rod uced d o fulfill som e social purpose in the la n g u ag e com m unity (Peacock, 1997)
David (1994) collected a range of definitions of authenticity in teaching materials, a concept that was coined long ago The oldest definition describes an authentic text as a stretch of real language produced by a real speaker or writer for a real audience and designed to convey a real message of some sort (Morrow, 1977, p 13).
Six years later, the field offered a sharper definition: authentic texts, whether written or spoken, are those produced for native speakers and represent real language use, not materials designed for language learners Harmer (1983, cited in David, 1994) notes that such texts are real resources for the language community, not classroom tools aimed at students A broader rule of thumb also appears: authenticity means any material that has not been specifically produced for the purposes of language teaching (Nunan, 1989, cited in ).
Definitions of authentic materials converge on the idea that they are the language used in everyday life by native and non-native speakers to fulfill real communication In language learning, the benefits are undeniable: learners are exposed to real discourse; authentic materials keep learners informed about current world events and carry intrinsic educational value; language change is reflected in the materials, so both students and teachers can stay abreast of developments; and they often present topics that matter to learners.
Authentic materials enable learners to interact with real language and authentic content rather than focusing on linguistic form Consequently, learners experience the target language as it is used outside the classroom, viewing it as a means of communication rather than an object to be learned (Ferit, 2004) This raises an important question about the authenticity level of Web-based materials, a topic that will be discussed in the next section.
A uth en ticity in W eb -b a sed m aterials
Since the early days of communicative language teaching, the aim has been to make language learning meaningful and authentic Efforts have sought to inject authenticity into the learning process Materials such as videos, newspapers, and magazines have been used by teachers as authentic sources However, even these materials are often outdated (Uschi, 1999) With the advent of the Web, activities no longer have to be simulated or artificially contextualized; they can be authentic.
An authentically engaging approach brings the real-world target language into students' experiences by designing meaningful, task-based activities tailored to their interests and abilities at different levels of interactivity The author provides an example using a particular language, Vietnamese, to illustrate how authentic language can be integrated into learning In addition to the information presented in the article, this perspective highlights how aligning tasks with learner needs enhances motivation and outcomes.
CD-ROMs offer students access to a range of Vietnamese sites that provide authentic information on poetry, songs, street life, and traditional recipes, all presented in Vietnamese.
Furthermore, the World Wide Web connects students with up-to-date authentic realia and native speakers, giving learners access to current language use beyond the classroom Multimedia, therefore, has the capacity to stretch the curriculum beyond the traditional walls of the classroom and to integrate much-needed sociolinguistic authenticity into teaching programs Bonnie, Laurel, and Bonnie (2000) considered the value of incorporating online resources and authentic interaction into language education.
W eb as the tool to fra m e m eaningful, com m u n icativ e c la ssro o m -b a se d discu ssio ns
Using authentic Web-based materials exposes students to native speakers and supports interactive communication strategies that include nonverbal and kinesthetic behaviors Research across studies such as Enas (2007), Justine (2006), and Lindsay (2003) shows that authentic online materials are a valuable source for language learning It has been demonstrated that students’ listening skills improve when they are exposed to authentic input (Ghaderpanahi, 2012) Undeniably, powerful computers meet users’ demands for more engaging and innovative applications of technology, and teachers can now direct learners to Internet sites where they can practice their listening like never before.
T h e vast am o un t o f a u th e n tic sources on the Internet p ro v id es learn ers an o p p o rtu n ity to im m erse them selv es in a v ariety o f cultu ral in puts H o w ever, K laus (2 0 0 2 ) h ig hlig hts the im portance o f effectiv e org an ization and presentation o f th a t in fo rm atio n to m ake the integration o f W eb -b a se d activ ities a successful learning e x p erien ce T h e use o f th e W eb n eed to be carefu lly d e cid ed , w h eth er to use an d how to u s e it, a n d th e d ecisio n m u st be b asec on a clear p e d ag o g ical rationale, w hile techn olo gical a n d d ev elo p m en tal issu es need w hen usin g authentic W eb m aterials (R eg ine & M irjam , 2 0 0 4 ) L ikew ise, w o rk in g with authentic, unedited sou rce m ay not lead to reasonable p ro ficien cy /k n o w led g e g ain s w ithin a reaso nable tim e (H ans, 2001) It is adv isab le that teachers b e a r in m in d so m e criteria for authentic m aterials to be effective T h e m aterials w hich are ch o sen need to: (a) give students th e o pp ortunity to practice E nglish, (b) help stu d en ts g ain co n fid e n ce in their
Key goals include strengthening English language proficiency, exposing students to cultural differences and customs, and helping them develop the ability to locate pertinent information quickly These objectives, highlighted by Charles et al (2002), integrate language skills with intercultural awareness and information literacy to support academic and professional success.
There's no doubt that the Web is an invaluable source of authentic materials for language learning However, teachers should consider the purposes of different resources and assign activities that suit learners' needs With careful planning, they can harness web-based materials as authentic inputs and foster students' self-control and self-awareness in their own learning.
2.4 T ea ch er -L ea rn er rela tion sh ip a n d tea ch er’s r o le in W eb -b a sed learn in g en v iro n m en t
Providing web-based materials in printed form for classroom practice results in little difference in the teacher–student relationship compared with the traditional classroom When online content is distributed as printed resources for in-class exercises, classroom dynamics and the interaction between teachers and students remain largely unchanged, showing that the mode of material delivery—digital or print—does not necessarily alter core instructional relationships.
When students study with a computer or use web-based materials for homework, the role of teachers and the teacher–student relationship in web-based learning environments has long been a subject of debate This ongoing discussion centers on how digital tools shape instruction, student engagement, and accountability, and how educators adapt their practices to support effective learning in online settings.
During the project, teacher participation was largely seamless and facilitative, with teachers stepping in when they could contribute additional perspectives, help answer questions, or prompt new ways of looking at issues The study also found that some teachers and students formed tight bonds, with advanced students often corresponding privately with teachers to discuss issues further The results reveal a tension: some educators viewed teacher involvement as appropriate and believed it could limit students' initiative, while others argued that providing some direction is essential This debate supports the view that teachers should guide students on how to self-explore the Web for learning, especially for learners who have not yet used the Web as a learning tool Overall, the findings highlight the balance between independent inquiry and structured guidance in leveraging the Web for educational outcomes.
In the online learning environment, a qualitatively new pedagogy is needed that centers on a unique, ongoing relationship between the instructor and learners Learners bring diverse and individual learning characteristics to every learning situation, so effective instructors should recognize these characteristics to help learners learn best (Huang, 2002) and must pursue genuine excellence by building relationships with individual students and monitoring their commitments If teachers over-rely on the Web without attending to interpersonal dynamics, the complexity of teacher–student relationships increases (Coppola, Hiltz & colleagues).
R otter, 2002) H ence, it is critical to d ev elo p a trusting relation ship w ith the students as m uch as possible (C h arlene & C harles, 2008).
McGrath (1998) identified twelve ways technology has transformed the teacher–student relationship; among the most significant are: deeper, more probing dialogues as students are energized to explore and seek corroborating evidence from peers and teachers, asking more questions to deepen understanding; the shift toward a teacher-as-facilitator model, with technology reducing the need for the instructor to act as the sole expert; and a strengthened balance of power, as students contribute knowledge—such as hardware insights—that teachers may not possess, enabling teachers to invite student help without embarrassment.
T his action, hence, particu larly g iv es students a feeling o f em po w erm ent.
Teachers play a critical and complex role in technology-enhanced learning environments, which require well-developed instructional skills (Jonita, 2002) Therefore, they should be sensitive and flexible across different situations Ultimately, students’ language achievement should be the primary aim.
2.5 C h a llen g es in u sin g W eb -b a sed m aterials
Web-based learning materials reflect the double-edged nature of digital resources: they can support targeted learning but also pose practical hurdles Users must navigate many challenges when working online: the risk of getting lost in cyberspace and the constant pull of distractions—games, music, and video clips visible on the same screen—that can derail study if materials are not clearly structured Additionally, issues of authenticity, level appropriateness, and progression can affect learners’ motivation, as an overload of new vocabulary and grammar can lead to frustration and disengagement For instructors, the main challenge lies in material adoption and design: selecting and designing activities that accommodate a diverse range of learners while ensuring content is authentic, appropriately leveled, and engaging Addressing these dynamics helps learners locate the right resources and stay focused, while enabling educators to tailor activities to varied learner needs.