The Effects of Intergrated Digital Graded Audiobooks Activities on Listening Comprehension and Learner Perceptions of Thai EFL Undergraduates

Abstract

This study investigated the effects of digital graded audiobooks on Thai EFL undergraduate students' listening comprehension and explored their perceptions of audiobook features and benefits. Seventy-four second-year non-English major students at a government university in northeastern Thailand participated in a 12-week quasi-experimental intervention. Two intact classes were assigned as control (n=36) and experimental (n=38) groups. The experimental group engaged in digital graded audiobook instruction combining in-class guided listening with out-of-class independent practice using Oxford Bookworms Library audiobooks, while the control group received traditional textbook-based instruction. Quantitative data from listening comprehension pretests and posttests were analyzed using paired and independent samples t-tests. Results showed the experimental group's posttest scores (M=17.68, SD=2.76) significantly exceeded the control group's (M=14.86, SD=3.39), t(72)=3.937, p

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