Students’ Perceptions of Using WhatsApp to Foster Autonomous Listening Skills in English Language Learning

The optimization of WhatsApp as an alternative medium aimed to support learner autonomy and address time constraints in conventional learning, particularly in listening classes. Limited face-to-face meetings reduced students’ opportunities to practice their listening skills. Therefore, WhatsApp was utilized to foster autonomous learning, enabling students to practice listening beyond the classroom. This study aimed to explore the use of WhatsApp as a teaching medium to promote learner autonomy and to investigate students’ perceptions of conducting autonomous listening activities. A qualitative research design was employed, involving 10 students from the Basic Training Class at Happy English Course selected through purposive sampling. Data were collected through observations and semi-structured interviews, then analyzed using data reduction, data display, and conclusion. The findings revealed that students exercised two forms of autonomy control: cognitive process control and learning management control. Students expressed positive perceptions of using WhatsApp for autonomous listening, including ease of access to materials and tasks, increased opportunities for practice, and enhanced motivation through interactive learning. In conclusion, WhatsApp serves as an effective tool to promote learner autonomy and improve students’ listening proficiency.