http://e-flt.nus.edu.sg/ Electronic Journal of Foreign Language Teaching 2016, Vol. 13, No. 2, pp. 229–244 © Centre for Language Studies National University of Singapore Engaging Student Teachers in Collaborative and Reflective Online Video-Assisted Extensive Listening in an Indonesian Initial Teacher Education (ITE) Context Handoyo Puji Widodo (handoyopw@yahoo.com) Shantou University, PR China Refi Ranto Rozak (refi.ranto@ikippgribojonegoro.ac.id) IKIP PGRI Bojonegoro, Indonesia Abstract This article reports on findings of qualitative investigation into the use of online videos for extensive listening (EL) practice coupled with reflective practice and online discussion. Drawn on Day and Bamford’s extensive reading (ER) principles, it seeks to situate how this EL practice is pedagogically enacted in the Indonesian ITE context. Grounded in action learning (AL), the study examines how much intermediate-level English student teachers engaged in collaborative and reflective online video-assisted EL practice over a period of 12 weeks. Throughout the project, 24 student teachers participated in four main activities, including (1) self- selection of EL materials, (2) collaborative video viewing, (3) reflective practice, and (4) online discussion. Study findings suggest that even though the participants encountered language-related difficulties at the out- set, they were positive about collaborative and reflective online video-assisted EL. The participants felt that they moved listening beyond the teacher-fronted action zone in which the teacher played roles as their facili- tator and collaborator. Not only did they learn to listen for meaning, but they also learned to become autono- mous and reflective language learners. 1 Introduction In most of the initial teacher education (ITE) programs, the onus of listening programs is still placed on listening comprehension or intensive listening. Language student teachers receive no sufficient training in the teaching of extensive listening (EL). During micro-teaching and teaching practicum programs, they are not afforded the opportunity to teach EL, but they usually teach text- books, which adopt a comprehension approach (Field, 2008). This experience may affect how lan- guage student teachers teach listening in real-life classrooms when entering the profession. It is no wonder that in most of the language classrooms, the teaching of listening focuses primarily on how to answer comprehension questions correctly without any interactive discussion, and teachers choose listening materials without doing learners’ learning needs analysis. As student teachers are accustomed to socializing into only intensive listening methodology, when they become English teachers in the actual profession, their beliefs are firmly anchored in a comprehension or mechani- cal paradigm. This traditional listening instruction is prevalent in most Asian language classrooms,