Structured Scaffolding with Digital Graded Audiobooks: Impacts on L2 Listening Comprehension and Learner Perceptions

Abstract

This study employed a mixed-methods research design to investigate the effects of structured scaffolding with digital graded audiobooks on the listening comprehension of low-proficiency Thai EFL undergraduates and to explore their perceptions of audiobook use within a structured extensive listening framework. Seventy-four students participated, including thirty-eight in the experimental group and thirty-six in the control group. Research instruments comprised a listening comprehension pretest and posttest, together with semi-structured interviews. The experimental group engaged with twelve Oxford Bookworms digital graded audiobooks integrated into pre-, while-, and post-listening scaffolding activities over twelve weeks, supplemented by autonomous practice through the Oxford Reading Club platform. The control group received conventional textbook-based listening instruction. Quantitative results showed that the experimental group’s mean score improved from 13.03 (SD = 2.17) to 17.68 (SD = 2.76), while the control group increased from 12.69 (SD = 2.59) to 14.86 (SD = 3.39). A significant between-group difference was found at posttest, t(72) = 3.94, p < .001, d = 0.92, indicating a large effect size. Qualitative findings revealed that students perceived digital audiobooks as enhancing comprehension, sound discrimination, accent awareness, vocabulary development, and authentic language use. The study highlights the pedagogical value of digital audiobooks in under-resourced, low-input contexts where access to authentic English and technology is limited. Overall, the results demonstrate that a guided-to-autonomous structured scaffolding model can promote accessible, sustainable, and independent listening development in EFL learning environments.