Nurwilis Elsa Zahara Nurwilis Elsa Zahara, Yuliati

Using Edpuzzle interactive video to enhance listening skills

Introduction

Using edpuzzle interactive video to enhance listening skills. Edpuzzle interactive video boosts EFL listening skills. Discover how it enhances engagement, comprehension & autonomy, addressing challenges in language learning. Essential for educators.

Abstract

Listening comprehension is one of the most essential yet challenging skills in learning English as a Foreign Language (EFL). Despite its importance as a foundation for developing other language skills, listening often receives less instructional emphasis than grammar or vocabulary. Traditional listening instruction tends to be passive and lacks real-time feedback or learner control. This study reviews and explores the potential of Edpuzzle, an interactive video platform, to address these issues by offering pedagogical features aligned with multimedia learning principles. Grounded in Mayer's (2009) Cognitive Theory of Multimedia Learning, this study employs an integrative literature review method to synthesize relevant research published between 2015 and 2025. Findings from previous studies show that Edpuzzle enhances students' engagement, listening comprehension, and learning autonomy through features like embedded quizzes, self-paced playback, and immediate feedback. However, challenges remain, including limited infrastructure, teacher readiness, and familiarity with digital tools. The study concludes that Edpuzzle holds significant promise for transforming conventional listening instruction into a more interactive, reflective, and learner-centered process. This article contributes theoretically by reviewing and exploring how Edpuzzle aligns with current educational paradigms and suggests future empirical research and classroom application directions.

Review

This paper addresses a highly pertinent issue in English as a Foreign Language (EFL) pedagogy: the often-underemphasized and challenging skill of listening comprehension. The study undertakes an integrative literature review to explore the potential of Edpuzzle, an interactive video platform, as a tool to enhance listening skills. Grounded in Mayer's Cognitive Theory of Multimedia Learning, the research synthesizes findings from studies published between 2015 and 2025. The core argument is that Edpuzzle, with its embedded quizzes, self-paced playback, and immediate feedback, can significantly boost student engagement, comprehension, and learning autonomy, thereby transforming traditional, passive listening instruction. A significant strength of this review lies in its clear identification of the deficiencies in conventional listening instruction—namely, its passive nature and lack of real-time feedback. By proposing Edpuzzle as a solution, the paper effectively bridges a critical pedagogical gap, aligning the platform's features with established multimedia learning principles and contemporary learner-centered approaches. The theoretical contribution of exploring how Edpuzzle integrates with current educational paradigms is noteworthy, providing a conceptual framework for understanding its efficacy. The article successfully highlights how interactive elements can foster a more reflective and controlled learning experience, which is crucial for developing complex skills like listening comprehension. While the review robustly articulates the benefits of Edpuzzle, it also judiciously acknowledges the practical challenges, including infrastructure limitations, varying levels of teacher readiness, and digital literacy. As an integrative literature review, its "findings" are derived from synthesizing existing research, which is a valuable contribution for theory and direction, but it is not an empirical study generating new data. Therefore, the paper appropriately concludes by advocating for future empirical research to validate these findings within diverse classroom settings and explore practical implementation strategies. This will be essential to fully realize Edpuzzle's promise and address the identified barriers, thereby moving beyond theoretical exploration to tangible classroom application and impact.

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