Enhancing a Teenage Listening Skills Through Repetition Drills with the Go Getter Application: A Narrative Inquiry

Abstract

This narrative inquiry explored the effectiveness of repetition drills, delivered through the Go Getter application, in enhancing the listening skills of a teenage English as a Foreign Language (EFL) learner. The study followed a 13 years old female student, whose initial proficiency level was assessed at CEFR A1, with the aim of advancing her listening competence toward B1 over a six weeks digital intervention. The intervention comprised weekly 45 minutes listening sessions incorporating structured repetition-based activities, including shadowing and echo listening techniques. Data were collected through weekly reflection journals, teacher observation notes, and semi-structured interviews, supported by informal CEFR-aligned listening assessments. Thematic narrative analysis revealed five key outcomes: significant improvements in listening fluency, enhanced pronunciation accuracy, increased metacognitive awareness, heightened motivation, and the effective integration of digital tools as scaffolding supports. The participant demonstrated notable gains in sentence-level articulation, prosody, and self-regulated learning strategies. Furthermore, the study highlighted how personalized, interactive digital content, when combined with repetition drills, addressed common listening challenges faced by adolescent EFL learners. The findings suggested that integrating repetition-based listening tasks into digital learning applications not only improved auditory comprehension but also fostered learner autonomy and confidence. This research provided valuable pedagogical insights for language teachers and educational technologists seeking effective strategies to support listening development and CEFR progression in teenage EFL contexts.