Investigating the implementation of Google Sites in intensive and extensive listening classroom: Lecturers’ voices
DOI:
https://doi.org/10.37058/tlemc.v10i1.493Keywords:
Google sites, extensive listening, intensive listening, lecturers’ voicesAbstract
Google Sites has been recognized for promoting student-centered learning through e-portfolios, enhancing digital literacy, and providing access to instructional content. However, limited research has examined lecturers’ perspectives, particularly in English as a Foreign Language (EFL) listening classrooms. This study investigates how lecturers utilize Google Sites in their teaching and how they perceive its benefits. Using a qualitative design, two lecturers from an Indonesian university were purposively selected as participants, and data were gathered through open-ended questionnaires and semi-structured interviews. Thematic analysis with NVivo software revealed that lecturers implemented Google Sites to collect assignments, manage e-portfolios for assessment, and encourage autonomous learning through listening journals. Overall, lecturers expressed positive experiences, emphasizing that Google Sites facilitates a simpler and more enjoyable assessment process, supports flexible learning, and improves engagement among lecturers, students, and content. Nevertheless, they also noted challenges, including technical and accessibility issues and the lack of a built-in deadline feature. In conclusion, Google Sites offers considerable potential for enriching EFL listening instruction, though further feature development, broader application in other courses, and targeted teacher training are recommended to maximize its effectiveness.
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