Purpose: This study reports on the intervention of technology-enhanced
language learning in an extensive listening class to promote intercultural
awareness. Methods: The nature of the present study was exploratory as the
recruited students were engaged in virtual language learning tasks through
different online platforms, such as zoom meetings, podcasts, Padlet, and other
online listening resources (ESL Fast, BBC Learning English, voice tube, and
news in level). A phenomenological case study was adopted to investigate the
intervention of technology-enhanced language learning to promote
intercultural awareness perceived through the participants’ perspective. Data
were garnered through analysis with interpretative phenomenological analysis
(IPA) and critical discourse analysis (CDA) from questionnaires and
interviews. Findings: The learners’ intercultural awareness was perceived to
enhance during the experiences of extensive listening mediated by technology.
Generally, they respond positively to intercultural incidents within various
topics of intercultural listening. Research Implications: This study
contributes to the research on technology-enhanced intercultural learning with
extensive listening activity in EFL teaching. In this sense, the students
teachers’ perceptions of intercultural awareness development during
technology-mediated extensive listening, rather than providing intervention
effectiveness. Originality: The present study investigates the intervention of
language learning technology to promote intercultural awareness in EL class.
Furthermore, the language learners’ responses to various online listening
platforms concerning intercultural topics are also discussed.