LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 493.
DOI: https://doi.org/10.56712/latam.v6i3.3962
Implementation of the digital platform Edpuzzle for the
improvement of the listening skill in bachelor students of
third "d"
Implementación de la plataforma digital Edpuzzle para el desarrollo de la
comprensión auditiva en estudiantes de bachillerato de tercer grado.
Mayra Cristina Tamayo Palacios
ct51141@gmail.com
https://orcid.org/0009-0003-0626-0735
Ministerio de Educación
Ambato – Ecuador
Adriana del Rocío Ramos Chavez
adryrramos@gmail.com
https://orcid.org/0009-0009-0441-7827
Unidad Educativa Juan León Mera La Salle
Ambato – Ecuador
Pamela Carolina Soria Pacheco
pamelacarolinasoria@hotmail.com
https://orcid.org/0000-0002-3399-2398
Ministerio de Educación
Manta – Ecuador
Diana Vanesa Lacera Crespo
dianalacerasb@gmail.com
https://orcid.org/0009-0009-2103-2494
Unidad Educativa Thomas More
Guayaquil – Ecuador
Edwin Giovanni Sánchez de la Cruz
edwinsan@hotmail.com.ar
https://orcid.org/0009-0008-1193-3160
PCEI Juan Francisco Montalvo
Ambato – Ecuador
Artículo recibido: 02 de mayo de 2025. Aceptado para publicación: 21 de mayo de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
This article studies the use of modern digital platforms for the improvement of what would be
considered by most students as the toughest competence skill in language learning: listening. The
focus of this competence comes from a detected common need students have been showing over the
years. A selected group of bachelor students have been the object of this project where they will be
given an excellent virtual platform to improve listening language skills. To analyze their opinion and
the difficulties they have met during their learning process, surveys, interviews, questionnaires, and
other research elements will be applied to gather relevant information for the implementation of this
design. These research tools will provide logical numeric statistics, as well as objective and subjective
opinions on the matter to create some balance. The paper presents the impact and benefits that the
platform Edpuzzle has provided to education in general. It has helped and will continue to do so, not
only for students but also for teachers' practice. Although the implementation of the project has
brought up noticeable inadequate usage of teaching material resources, the lack of interest from both
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 494.
teachers and students to improve this important skill, the project resurfaced all of the hurdles and
created such a great impact for the practice of teachers and the development of students. Finally, the
questionaries allowed the project to take a look at all the failing branches involved in the learning and
teaching process.
Keywords: edpuzzle, surveys, listening skills, research
Resumen
Este artículo estudia el uso de plataformas digitales modernas para mejorar lo que sería considerado
por la mayoría de los estudiantes como la habilidad competencial más difícil en el aprendizaje de
idiomas: la escucha. El enfoque de esta competencia surge de una necesidad común detectada que
los estudiantes han ido mostrando a lo largo de los años. Un grupo seleccionado de estudiantes de
bachillerato ha sido objeto de este proyecto donde se les brindará una excelente plataforma virtual
para mejorar las habilidades lingüísticas auditivas. Para analizar su opinión y las dificultades que han
encontrado durante su proceso de aprendizaje, se aplicarán encuestas, entrevistas, cuestionarios y
otros elementos de investigación para recopilar información relevante para la implementación de este
diseño. Estas herramientas de investigación proporcionarán estadísticas numéricas lógicas, así como
opiniones objetivas y subjetivas sobre el tema para crear cierto equilibrio. El artículo presenta el
impacto y beneficios que la plataforma Edpuzzle ha brindado a la educación en general. Ha ayudado
y seguirá haciéndolo, no sólo para los estudiantes sino también para la práctica de los profesores.
Aunque la implementación del proyecto ha mostrado un uso notablemente inadecuado de los
recursos materiales didácticos, la falta de interés tanto de profesores como de estudiantes para
mejorar esta importante habilidad, el proyecto resurgió todos los obstáculos y creó un gran impacto
para la práctica docente y el desarrollo de los estudiantes. Finalmente, los cuestionarios permitieron
que el proyecto echara un vistazo a todas las áreas fallidas involucradas en el proceso de enseñanza
y aprendizaje.
Palabras clave: edpuzzle, encuestas, habilidad auditiva, investigación.
Todo el contenido de LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades,
publicado en este sitio está disponibles bajo Licencia Creative Commons.
Cómo citar: Tamayo Palacios, M. C., Ramos Chavez, A. del R., Soria Pacheco, P. C., Lacera Crespo, D.
V., & Sánchez de la Cruz, E. G. (2025). Implementation of the digital platform Edpuzzle for the
improvement of the listening skill in bachelor students of third "d". LATAM Revista Latinoamericana de
Ciencias Sociales y Humanidades 6 (3), 493 – 511. https://doi.org/10.56712/latam.v6i3.3962
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 495.
INTRODUCTION
This project explores the implementation of the digital platform Edpuzzle to improve listening skills in
third-year Bachelor students at "Juan León Mera - La Salle" School. English is one of the most widely
spoken languages worldwide and is considered essential for education, work, travel, and entertainment.
As the number of English learners continues to grow, mastering all four language skills—reading,
writing, speaking, and listening—is crucial. However, listening is often the most challenging skill to
develop, as traditional teaching methods focus primarily on grammar and vocabulary. Many students
struggle with understanding spoken English, which affects their ability to complete listening-based
activities successfully.
Listening is a fundamental skill for communication, allowing learners to understand and respond
effectively in conversations. It also supports the development of other language skills. However, in
many EFL classrooms, listening activities are often superficial, preventing students from developing
their comprehension abilities. At "Juan León Mera - La Salle" School, students in Third BGU "D" face
significant difficulties in listening exercises, as seen in their grades and performance. Many struggle to
understand audio materials and fail to complete listening tasks as expected.
The increasing use of digital resources in education has provided new opportunities to enhance
language learning. Digital platforms, such as Edpuzzle, offer interactive tools that engage students and
promote independent learning. Edpuzzle is designed specifically to improve listening comprehension
by integrating videos with exercises, allowing students to practice and reinforce their skills in a dynamic
way. The use of such platforms can help bridge the gap in listening instruction by making practice more
engaging and effective.
This research aims to determine the impact of Edpuzzle on students' listening skills, investigating the
reasons behind their difficulties and analyzing how the platform can support their improvement. The
study aligns with both methodological and technological research lines, focusing on designing a
structured system of activities that address students' weaknesses and needs. By integrating
technology into the learning process, teachers can provide more meaningful activities, making
language acquisition more effective and relevant to students' realities.
METHODOLOGY
In order to comply with the research problem, the objectives are delimited, the type of data required is
indicated and the different methods and techniques to investigate this important aspect inherent in any
research process in which the methodological framework within the research project should be
developed. This study possesses several strengths. It employs a quantitative research design, enabling
statistical analysis of the collected data. Additionally, data is obtained through a survey questionnaire
administered to a sample of students. The study offers valuable insights into the efficacy of utilizing
Edpuzzle for listening assessment, which can be advantageous for educators seeking innovative
approaches to evaluate their students' listening skills.
The methodological framework refers to the group of logical, techno-operational implicit courses in any
research process, to highlight and systematize them: in order to allow to discovery and analysis of the
conventionally operationalized assumptions. The essential purpose of this is to place in the language
of research, the methods and instruments that will be put into action. Its universe or population, its
samples, the instruments and techniques of data collection, measurement, analysis, and presentation
of data. In this way, the reader will be informed in detail about the development of the same (Balestrini,
2000). The Mixed Method Approach has been chosen in order to have a more detailed overview of the
project.
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 496.
This research project has taken an approach towards quasi-experiments because they “involve the
manipulation of one or more independent variables and the measurement of a dependent variable”
(Dawson, 1997, p. 19). Said quote, means that the project is more reliable and predictable. It gives the
researchers the freedom to look at different perspectives, points of views and data analysis in order to
obtain desired results accurately.
Mixed Method Approach
Mixed methods research is a methodology that combines the collection of both statistics to identify
numeric results of the issue in question and their opinion on it, integrating these two types of data within
a research study. It employs different patterns that may be based on philosophical suppositions and
theoretical frameworks. The fundamental belief underlying this approach is that the integration of
qualitative and quantitative data offers unique insights that go beyond what can be gleaned from either
type of data in isolation (Creswell, 2018). The mixed methods approach will involve the following steps:
Quantitative research
Is a methodology used to validate objective theories by exploring the connections between variables.
These variables can be measured and quantified, usually using instruments, allowing for the scrutiny
of numerical data using statistical methods. The resulting written report follows a structured
arrangement, including parts like the introduction, literature review and theoretical framework,
methodology, results, and debate. Similar to qualitative researchers, those who employ this approach
have underlying assumptions that involve deductively testing theories, implementing safeguards
against bias, considering alternative explanations or counterfactuals, and aiming for general
conclusions and replication of newfound knowledge. (Creswell, 2018). In our study, the quantitative
research method will be utilized to get numerical data related to the students' listening skills. Pre- and
post-tests will be conducted to measure the students' listening proficiency before and after the
implementation of Edpuzzle. Statistical analyses will be performed to determine the significance of any
observed changes.
Qualitative research
Is a methodology used to identify and comprehend the meaning that individuals or groups provide to a
social or human problem. The research procedure entails fostering questions and methods, gathering
details typically within the natural environment of the participants, analyzing the data by acquiring
general themes from specific observations, and the researcher defining the meaning of the data. The
resulting written report exhibits a flexible structure. Researchers who adopt this approach value an
inductive style of inquiry, prioritize understanding individual perspectives, and emphasize the necessity
of portraying the complexity of a given situation (Creswell, 2018). Regarding our research proposal, we
are using tools like interviews and observations, which will be employed to gather rich narrative and
visual data. These methods will provide insights into students' experiences, perceptions, and attitudes
toward using Edpuzzle as a listening skill enhancement tool. The qualitative data will be analyzed using
thematic analysis or other appropriate qualitative analysis techniques.
The authors Aguinis, Hill and Bailey (2019) state that it causes great damage to the study if certain data
is not presented, since it might be seen as a lack of confidence and validation of the results. The data
in this research shows the congruency of all the information collected being backed up by the subjects’
opinion and the statistics shown in their tests applied prior and after launching the project.
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 497.
Integration of findings
The quantitative and qualitative data will be integrated during the interpretation phase, allowing for a
comprehensive understanding of the impact of Edpuzzle on the listening skills of Bachelor students.
The triangulation of data will enhance the legitimacy and accuracy of the study's findings.
The proposed research on the implementation of the Edpuzzle digital platform for the improvement of
listening skills will utilize action research and a mixed methods approach. Action research will facilitate
the interactive and collaborative process of planning, implementing, evaluating, and refining the
intervention.
Data Collection Techniques and Instruments
The researchers worked with the following techniques for the efficiency of this proposal: surveys,
interviews, diagnostic tests, entrance tests, and exit tests to measure the sampling development
regarding the nature of the study.
Survey
A survey questionnaire of 11 questions (Annex 1) will be designed to obtain prior information about
bachelor students from Third “D” in “Unidad Educativa Juan León Mera La Salle". The survey is
structured because the questionnaire has been established to obtain the perception of the students
about their knowledge and withdrawal referring to listening skills and the practice of virtual platforms
in the class.
Interview
An interview questionnaire of 5 questions (Annex 2) will be designed to obtain prior information about
an EFL teacher at “Unidad Educativa Juan León Mera La Salle”. The purpose of the interview is to obtain
the opinion of the teacher regarding her knowledge in reference to listening skills and the use of digital
platforms in the class.
Diagnostic Test
The diagnostic test (Annex 3) was designed to measure students' development of listening skills. This
test was applied to the sampling group at the beginning of the interference process. The researchers
used the Unit 5 Test from the RLP Platform in the listening section as the information was easy for the
students to understand. It contained 4 tasks. Each one of the tasks measured a sub-skill regarding
listening. The questions are multiple-choice, identification, completion, and listening for the gist. The
purpose was to control listening comprehension based on vocabulary identification, listening for gist,
and listening for precise information. Some graphics were used to guide students in their
understanding.
Entrance Test
The entrance test (Annex 4) was designed to measure the dependent variable. This test was applied to
the sampling group meanwhile the intervention process was happening. The researchers used the
Sample Entrance Test from the RLP Platform in the listening part, which will be applied as a pre-test. It
displayed 3 tasks. In each, there were 5 questions multiple choice and identification to measure
listening comprehension based on vocabulary identification, listening for gist, and listening for specific
information.
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 498.
Exit Test
The exit test (Annex 5) was designed to measure the dependent variable. This test was applied to the
sampling group at the end of the intervention process. The researchers used the Sample Exit Test from
the RLP Platform in the listening section which will be applied as a post-test. The format of the test is
similar to the Entrance Test applied.
Data Collection Techniques
Population and Sample
Population: Regarding the study to be performed the population considered for the development of this
proposal are 146 Third Bachelor Students from Unidad Educativa Juan León Mera "La Salle" and one
EFL teacher who has experience in the use of technology in the classes.
Sample: The sample to be considered is 37 bachelor students from Third "D" and one EFL teacher, who
accomplished the characteristics needed by the researchers.
Sampling Method
Convenience Sampling method has been selected. In this case, the researchers surveyed the students
in that course simply because they are easily reachable and part of their immediate population of
interest. The EFL teacher has been selected because of the noticeable use that she has regarding the
use of technology in her classes. Convenience sampling is commonly used in situations where
practicality and ease of access to participants are prioritized overachieving a representative sample.
Needs of Participating Contexts
Strengths
Diverse Student Population: The school has a diverse student body, which can enhance the learning
environment by promoting a range of perspectives and experiences, potentially benefiting cooperative
learning strategies.
Committed Teaching Staff: The teaching staff is dedicated to improving student outcomes and is open
to implementing new strategies, aligning well with the goals of the research.
Supportive School Leadership: The leadership at the school supports research initiatives and provides
necessary resources, which can facilitate the successful implementation of cooperative learning
strategies.
Weaknesses
Resource Constraints: The school faces limitations in instructional materials, which could hinder the
implementation of cooperative learning strategies that rely on various resources.
Class Size: High student-to-teacher ratios may limit individualized attention and reduce the
effectiveness of collaborative learning, as larger class sizes can affect the level of student interaction
and engagement.
Limited Teacher Training: Not all teachers may have formal training in cooperative learning strategies,
which could impact the effective implementation of these methods. Additional professional
development may be needed.
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Implications for Research
Leveraging Strengths: The research should capitalize on the committed staff and supportive leadership
to successfully implement and evaluate cooperative learning strategies. Collaboration with these
stakeholders can enhance the effectiveness of the strategies used.
Addressing Resource Constraints: To overcome limitations in resources, the research should consider
strategies that are adaptable and do not rely heavily on materials. Additionally, seeking external funding
or grants to provide necessary resources can help mitigate these constraints.
Teacher Training: Incorporating professional development workshops or training sessions for teachers
can improve the implementation of cooperative learning strategies. This investment will enhance
instructional quality and, consequently, the impact on students' reading comprehension.
Class Size Consideration: The research should select cooperative learning strategies that are effective
in larger classes. Techniques that promote peer teaching and group accountability may be particularly
useful in managing high student-to-teacher ratios and ensuring effective collaborative learning
experiences.
DEVELOPMENT
Background and Context
The theories and articles referenced in this research paper have played a crucial role in shaping its
objectives and expected outcomes. The insights gathered on the topic have significantly contributed to
anticipating the potential results of the study titled "Implementation of the Edpuzzle Platform for
Developing Listening Skills in Third-Year Bachelor Students from Third 'D' at Juan León Mera - La Salle
School."
Several studies have investigated the relationship between Edpuzzle and its influence on listening skill
acquisition, emphasizing the benefits of using this interactive video platform in English language
learning. One such study is "Improving Students' Listening Ability Using Edpuzzle Interactive Video" by
Mawaddah, Mustofa, and Putra (2022). The primary objective of their research was to enhance
students' listening skills using Edpuzzle interactive videos.
The study employed a quasi-experimental design with a pretest-posttest control group methodology.
The data collected was analyzed using both descriptive and inferential statistical methods. Additionally,
inductive analysis was utilized to examine students' motivation and feedback regarding their learning
experience.
This research is highly relevant to our study due to its quasi-experimental approach, which, as Price et
al. (2015) state, is often conducted to evaluate the effectiveness of a treatment. The use of pretests
and posttests was essential in determining whether Edpuzzle contributed to measurable improvements
in students' listening skills. Given that our study also seeks to assess the effectiveness of Edpuzzle in
a similar setting, Mawaddah et al.'s research serves as a strong foundation for our investigation.
For reference and citation management, the study utilized Mendeley, an offline desktop tool. The
findings revealed a notable improvement in students' listening skills following the implementation of
Edpuzzle. A significant increase in students' listening scores was observed, and over 85% of the
participants met the minimum passing grade (KKM) of 75. Furthermore, students reported positive
motivation and favorable feedback regarding the platform.
The strengths of this research include its robust design, which integrates both quantitative and
qualitative data to assess Edpuzzle's effectiveness. The study not only relied on statistical analysis but
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 500.
also incorporated subjective feedback from the students, adding depth to the results. The findings
confirm that interactive videos, when properly integrated into the curriculum, can positively impact
students' listening skills and overall engagement in language learning.
Mawaddah et al. (2022) conclude that Edpuzzle interactive videos significantly enhance students'
listening abilities by meeting predetermined success criteria, increasing motivation, and eliciting
positive feedback. Their study has both theoretical and practical implications. Theoretically, it supports
the use of Mobile-Assisted Language Learning (MALL) as an alternative approach to teaching listening
skills. Practically, it provides English teachers with insights into how Edpuzzle can be effectively
integrated into listening classes. The authors suggest that further research could explore Edpuzzle's
impact on other language competencies, teacher perceptions, and classroom action research.
Additionally, Hamid's study, "Students' Perception of Using Edpuzzle in Listening Assessment" (2022),
contributes valuable insights into students' perspectives on using Edpuzzle for listening assessments.
The research aimed to analyze students' opinions on Edpuzzle’s listening materials, activities, and
embedded questions.
The study employed a survey research design and collected data through questionnaires distributed
via Google Forms. Participants consisted of 12th-grade students from SMK Diponegoro 1 Jakarta, all
of whom had prior experience using Edpuzzle for listening assessments. A total of 10 students were
randomly selected from each class or program. The collected data was analyzed using statistical tools
such as Microsoft Excel 2013.
The findings revealed that students generally had a positive perception of Edpuzzle. Approximately 60%
agreed that the video content in Edpuzzle listening tests was modern and engaging. Furthermore, the
study highlighted Edpuzzle’s advantage of allowing students to complete assessments while
simultaneously watching videos, aligning with the listening activities recommended by Wei (2007)
(Hamid, 2022).
The study’s strengths lie in its use of a quantitative research design, enabling a statistical analysis of
student responses. The survey questionnaire provided direct insights into students’ experiences,
helping educators understand the effectiveness of Edpuzzle in listening assessments. However, the
study also had limitations. The sample size was relatively small, consisting of only 10 students per
class, which restricts the generalizability of the findings. Additionally, the study focused solely on
students' perceptions without incorporating objective measures of Edpuzzle’s effectiveness.
Despite these limitations, Hamid’s research underscores the importance of considering student
feedback when integrating new learning tools. As Blanco and Perez (2007) suggest, including student
perspectives in research helps create a holistic understanding of the learning experience. While
personal opinions may introduce bias, they also provide valuable insights into student engagement,
motivation, and learning preferences. When combined with statistical data, subjective feedback can
strengthen the validity of research findings.
Another significant contribution to this research is Erkerk and Batur’s (2019) study, which emphasizes
that listening skills have been historically undervalued in language learning. Their research suggests
that effective listening instruction should combine visual aids with spoken content, followed by targeted
comprehension questions. This approach ensures that students have a clear purpose when engaging
with listening activities.
Edpuzzle aligns with this instructional model by integrating visuals with interactive questions, helping
students improve their listening skills in a structured and engaging manner. By incorporating these
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 501.
research findings into our study, we aim to further explore the benefits of using Edpuzzle as a tool for
enhancing listening comprehension among Bachelor students at Juan León Mera - La Salle School.
In conclusion, the studies reviewed provide substantial support for the use of Edpuzzle in developing
students' listening skills. Mawaddah et al. (2022) demonstrated its effectiveness in improving listening
comprehension through a quasi-experimental design, while Hamid (2022) provided valuable insights
into students' perceptions of the platform. Erkerk and Batur (2019) reinforced the importance of
integrating visuals with audio content in listening instruction. Together, these studies serve as a strong
theoretical foundation for our research, guiding our methodology and expected outcomes. By
implementing Edpuzzle, we anticipate that students will not only enhance their listening skills but also
develop greater motivation and engagement in their English learning journey.
This research examines research on the use of Edpuzzle as a tool for developing listening skills in
English learners. It provides an overview of studies that have investigated the relationship between
Edpuzzle and listening skill acquisition, focusing on both the effectiveness of the platform and students'
perceptions of its use. The research aims to assess how Edpuzzle, an interactive video platform, can
influence listening comprehension, student motivation, and engagement in English language learning.
One of the primary studies referenced is "Improving Students' Listening Ability Using Edpuzzle
Interactive Video" by Mawaddah, Mustofa, and Putra (2022). This study employed a quasi-experimental
design with pretests and posttests to evaluate Edpuzzle's impact on students’ listening skills. The
independent variable in this study was the use of Edpuzzle interactive videos, while the dependent
variable was students' listening skill development. The findings showed a significant improvement in
students’ listening comprehension, with over 85% of participants achieving the minimum passing
grade. Additionally, students reported increased motivation and positive feedback regarding Edpuzzle's
role in their learning process. The study’s design incorporated both quantitative and qualitative data,
allowing for a comprehensive analysis of Edpuzzle’s effectiveness.
Another study cited is Hamid’s (2022) research on students' perceptions of using Edpuzzle in listening
assessments. This study employed a survey research design, using questionnaires to collect data from
12th-grade students who had experience using Edpuzzle for listening tests. The independent variable
in this study was the Edpuzzle-based listening assessment, while the dependent variable was students’
perceptions of the platform’s effectiveness. The findings indicated that approximately 60% of students
found the video content engaging and modern, reinforcing the idea that Edpuzzle enhances listening
experiences by integrating visual and auditory elements. However, the study was limited by a small
sample size and a focus solely on students' perceptions rather than objective learning outcomes.
Additionally, the research references Erkerk and Batur (2019), who emphasized the undervaluation of
listening skills in language learning. Their study highlighted the importance of combining visuals with
spoken content and comprehension questions, aligning with Edpuzzle’s design. The independent
variable in this context is the integration of visuals with listening exercises, while the dependent variable
is the improvement in students’ listening comprehension. Their findings suggest that structured
listening activities with interactive elements help students engage with the material more effectively.
In conclusion, the document synthesizes multiple studies that support the use of Edpuzzle in enhancing
listening skills. Mawaddah et al. (2022) demonstrated measurable improvements in listening
comprehension, Hamid (2022) provided insights into students' positive perceptions of Edpuzzle, and
Erkerk and Batur (2019) reinforced the effectiveness of combining visual and auditory learning
elements. Together, these studies establish a strong theoretical foundation for further research,
highlighting Edpuzzle’s potential to improve both listening skills and student engagement in English
learning.
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 502.
Problem Statement
The lack of improvement of listening skills in Bachelor Students of Third "D" through the implementation
of digital platforms like Edpuzzle.
Research Objectives
General Objective: To improve the development of the listening skills of bachelor students of Third "D"
through the digital platform Edpuzzle with a series of monitored video activities.
Specific Objectives
To determine the proficiency level concerning the listening skill in bachelor students of Third "D".
To evaluate the impact of the Edpuzzle platform as a tool to improve listening skills in students.
To propose a series of pre-designed activities on Edpuzzle to upgrade the listening skills of students.
Significance of the Study
The significance of this study lies in its potential to enhance listening skill development through the
integration of Edpuzzle, an interactive video platform, in English language learning. Based on the
reviewed literature, the study contributes to the field in several keyways:
Advancing Listening Skill Instruction – Listening is often an undervalued skill in language learning. This
study aligns with research (e.g., Erkerk & Batur, 2019) that emphasizes the importance of combining
visual and auditory input for better comprehension. By implementing Edpuzzle, the study explores an
innovative approach to making listening instruction more engaging and effective.
Evaluating Edpuzzle’s Effectiveness – The study builds on Mawaddah et al.'s (2022) quasi-experimental
research by examining whether Edpuzzle leads to measurable improvements in students’ listening
skills. Using pretests and posttests, it assesses whether the platform contributes to better
comprehension and retention of spoken English.
Incorporating Student Perceptions – Hamid’s (2022) study highlights the importance of considering
students’ views when implementing educational technology. This research extends that perspective by
not only assessing learning outcomes but also analyzing student motivation and engagement with
Edpuzzle-based listening tasks.
Bridging Theory and Practice – The study provides practical insights for educators, showing how
Edpuzzle can be effectively integrated into the English curriculum. It supports Mobile-Assisted
Language Learning (MALL) as a modern method for improving listening comprehension.
Encouraging Further Research – By reviewing prior studies, this research identifies gaps in the current
understanding of Edpuzzle’s role in language learning. It suggests further exploration of its impact on
other skills, teacher perceptions, and broader educational contexts.
RESULTS AND DISCUSSION
The research employs a diverse set of instruments for data collection. Surveys, standardized tests,
observation checklists, interviews, and focus group discussions are the primary tools used to gather
data. These instruments have been carefully selected to ensure clarity, reliability, and validity in
measuring the variables of interest. The sample considered for the survey is 13 students from 10th
grade.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 503.
The statistical analysis is presented, evaluating the effectiveness of collaborative learning strategies in
enhancing reading comprehension skills among tenth-grade students. The analysis encompasses both
descriptive statistics and inferential statistics.
Descriptive Statistics
Descriptive statistics provide a summary of the key characteristics of the data collected during the
research, including:
Minimum: The minimum score on the reading comprehension pre-test and post-test.
Maximum: The maximum score on the reading comprehension pre-test and post-test.
Mean: The average score on the reading comprehension pre-test and post-test.
Standard Deviation: A measure of the variability or dispersion of scores on the reading comprehension
pre-test and post-test.
Graphic 1
Pre-test and Post- test results
This graph displays the pre-test and post-test scores for each student, along with a total for both tests.
It's clear that many students have shown improvements from the pre-test to the post-test, resulting in
a significant overall increase in total scores from 355 to 1060 (25% to 75%).
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 504.
Graphic 2
Values for the pre-test and post- test scores
The graph now includes the mean values for the pre-test and post-test scores, which are approximately
29.58 and 88.33, respectively.
Graphic 3
Frequency distribution of pre-test scores for a given dataset
This graph represent the frequency distribution of pre-test scores for a given dataset. The pre-test
scores are divided into percentage intervals, and the frequency of students falling within each interval
is recorded. Here's what the table and graph show:
Pre-Test (%): This column lists the percentage intervals for the pre-test scores
Frequency: The "Frequency" column indicates how many students fall within each pre-test score range.
For example, there is one student who scored 20%, two students who scored 25%, six students who
scored 30%, and two students who scored 35%.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 505.
Graphic 4
Dataset's post-test score distribution
The dataset's post-test score distribution is shown in the frequency distribution table and
accompanying bar graph. In addition, the results show a positive trend, with most students earning
scores of 90% or more, indicating a significant increase over their pre-test results. The findings highlight
the significance of continuous evaluation and improvement in education and provide vital information
for teachers to modify their instructional strategies for improved student assistance and improved
overall learning outcomes.
Results
This section presents the results obtained from the implementation of the research proposal, organized
according to the research questions. Descriptive statistics provide an overview of quantitative data,
while quotes from students' responses illustrate qualitative findings. The results are also compared
with data from previous investigations for a broader perspective.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 506.
Research Question 1: Effectiveness of Collaborative Learning Strategies
Table 1
Pre-Test and Post-Test Scores with Difference for Research Question 1
Grapich 5
Pre-test and post-test scores for each student
Table 1 displays the pre-test and post-test scores for each student, along with the difference between
the two scores. The positive differences indicate an improvement in reading comprehension after the
implementation of collaborative learning strategies.
Qualitative Findings
Student A remarked, "Working together in groups helped me understand complex texts better."
Student G noted, "Discussing with classmates improved my ability to analyze texts thoroughly."
Research Question 2: Student Satisfaction and Motivation
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 507.
Table 2
Paired Sample t-Test Results for Research Question 2
Table 2 presents the results of paired sample t-tests for aspects related to student satisfaction and
motivation. The statistically significant p-values and effect sizes indicate a substantial improvement in
these areas after the implementation of collaborative learning strategies.
Qualitative Findings
Student D expressed, "I used to find reading boring, but group discussions made it more interesting."
Student K stated, "I feel more motivated to participate and learn when I work with my peers."
Themes Emerging from Student Interviews
Table 3
Themes Emerging from Student Interviews
Table 3 highlights the recurring themes emerging from student interviews. These themes illustrate how
collaborative learning positively impacted students' comprehension, engagement, and motivation.
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, Asunción, Paraguay.
ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 508.
Student Suggestions for Improvements
Table 4
Student Suggestions for Improvements
Table 4 presents the suggestions provided by students for further improvements. These suggestions
offer valuable insights for refining the collaborative learning strategies in future implementations.
CONCLUSIONS
This research paper based on observations and analysis has helped to find a necessity and construct
an achievement purpose. The main recommendation is for teachers to never give up on improving their
knowledge and to keep updated on new and trending tools for teaching. This is not just going to create
a great impact for students but also would make teachers’ jobs easier.
It's a great personal decision to keep learning something new every day to help your scholars. But it is
also negligent acts from the institutions to not provide what is needed for the improvement of the
teaching practice and at the same time, is something that would bring good results to the school.
Schools usually offer this type of training to new and old teachers, but it does not look like a priority in
this case. Hence, the best advice is to keep working on your self-development until this type of research
reaches the correct group of people.
The results of this paper mirrored our expectations. Now educators from all over the world can take
this as a base to continue with the implementation of this virtual platform or something like this one.
Nowadays, because of students’ age and era, this is the most suitable type of platform for them.
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ISSN en línea: 2789-3855, mayo, 2025, Volumen VI, Número 3 p 509.
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