Why Extensive Listening Matters? A Glimpse into the Perceived Benefits of the Extensive Listening Instructional Goals Designed for East Indonesian Students

confirmed that students' low engagement in self-regulated listening practices was another challenge experienced by both teachers and students in EFL listening practices (Su et al., 2020).In response, teachers in this setting attempted to transform their listening instruction into Extensive Listening (EL), assuming that more listening practices beyond the classroom would help students overcome their listening difficulties.However, Ivone and Renandya (2019) and Blyth (2012) noted that EL takes work to organize.As students are free to personalize their EL practices, a lack of teacher control and unstructured time allocation might result in difficulty controlling and assessing their learning outcomes (Siegel, 2014).In this setting, EL is adapted as a course with structured and systematic instruction, and more importantly, it has been designed with specific instructional goals to achieve.Therefore, the current study was primarily conducted to examine the students' viewpoints toward the perceived benefits of the instructional goals designed for this course as reflections on the implications of this course design on the student's learning outcomes.