Development and Validation Web 2.0 Extensive Listening Materials using the ICE Framework for English for Specific Purposes Students

Background: Extensive Listening (EL) involves using authentic audio and video materials to improve language skills through enjoyable, out-of-class exposure. In ESP contexts, this approach is more complex due to the need for specific content knowledge. However, suitable and engaging Web 2.0 EL materials that use the ICE (interesting, comprehensible, and enjoyable) framework for English for Specific Purposes (ESP) learners remain limited. Objective: This study aimed to develop and validate Web 2.0 EL materials based on the ICE framework and examine students’ perceptions of the validated materials. Methodology: The study implemented the ADDIE model. A needs analysis questionnaire was distributed to 255 students and 42 ESP lecturers across five provinces. In the development phase, three experts reviewed the web model, EL, and text structure. The Mann-Whitney U test measured differences in perceptions, while NVivo was used to code interviews. Results: Web 2.0 EL materials using the ICE Framework for ESP students have been developed and validated. The need analysis results showed that 75.6% of students strongly agreed that interesting listening materials are important. For fun activities, 49.5% strongly agreed that EL would be fun. The findings showed no significant difference between students' and lecturers’ perceptions of developing and validating Web 2.0 EL materials using the ICE framework, but a significant difference regarding the statement about using web-based learning materials as a solution. Conclusion: The limited research focus on EL in ESP highlights the need for more targeted learning resources. The development of Web 2.0 ICE-based materials offers a promising solution for promoting independent and engaging listening practice tailored to specific learner needs. Key Recommendation: Future ESP listening instruction should incorporate Web 2.0 materials designed with the ICE (Interesting, Comprehensible, and Enjoyable framework to support autonomous, engaging, and relevant learning.