Vocational College Students’ Perceptions of English Audio-Visual Materials in Listening Comprehension Learning

Abstract

English audio-visual materials (AVMs) have become increasingly common in English as a Foreign Language (EFL) listening instruction; however, learners’ perceptions of how these materials support listening comprehension remain underexplored, particularly in vocational education contexts. This study investigates vocational college students’ perceptions of the role of English AVMs in enhancing listening comprehension. A quantitative survey was conducted among 98 vocational college students in Guangzhou, China, focusing on students’ perceived benefits of AVMs in listening learning. Descriptive statistical analysis was used to summarize students’ responses to ten perception-based questionnaire items. The findings indicate that students generally hold moderately positive perceptions of AVMs. They particularly value the visual support and multimodal input provided by AVMs, which they feel help them follow spoken content, identify main ideas, and infer meaning from context, tone, and body language. However, a large proportion of neutral responses and relatively lower ratings regarding listening confidence and understanding fast speech suggest cautious attitudes. These findings highlight the supportive but not decisive role of AVMs in listening comprehension and underline the importance of how AVMs are integrated into teaching. The study offers pedagogical insights for improving the use of audio-visual resources in vocational EFL listening instruction.