International Journal of Listening Impact Factor & Information

Publisher: International Listening Association, Taylor & Francis (Routledge)

Journal description

Current impact factor: 0.00

Impact Factor Rankings

Additional details

5-year impact 0.00
Cited half-life 0.00
Immediacy index 0.00
Eigenfactor 0.00
Article influence 0.00
Other titles International journal of listening (Online), IJL
ISSN 1090-4018
OCLC 42192254
Material type Document, Periodical, Internet resource
Document type Internet Resource, Computer File, Journal / Magazine / Newspaper

Publisher details

Taylor & Francis (Routledge)

  • Pre-print
    • Author can archive a pre-print version
  • Post-print
    • Author can archive a post-print version
  • Conditions
    • Some individual journals may have policies prohibiting pre-print archiving
    • On author's personal website or departmental website immediately
    • On institutional repository or subject-based repository after a 18 months embargo
    • Publisher's version/PDF cannot be used
    • On a non-profit server
    • Published source must be acknowledged
    • Must link to publisher version
    • Set statements to accompany deposits (see policy)
    • The publisher will deposit in on behalf of authors to a designated institutional repository including PubMed Central, where a deposit agreement exists with the repository
    • SSH: Social Science and Humanities
    • Publisher last contacted on 25/03/2014
    • This policy is an exception to the default policies of 'Taylor & Francis (Routledge)'
  • Classification
    ​ green

Publications in this journal

  • International Journal of Listening 11/2015; 29(2):107-108. DOI:10.1080/10904018.2014.991784
  • International Journal of Listening 09/2015; DOI:10.1080/10904018.2015.1058165
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    ABSTRACT: To better understand what constitutes listening competency, we perform a systematic review of listening scales. Our goal was twofold: to determine the most commonly appearing listening traits and to determine if listening scales are similar to one other. As part of our analysis, we identified 53 relevant scales and analyzed the scales qualitatively and quantitatively. We conclude that the most commonly mentioned listening traits include responding or giving feedback, asking questions, and using nonverbal communication. We also show that the scales are relatively dissimilar, thereby suggesting that researchers have different perspectives on how best to characterize competent listening.
    International Journal of Listening 03/2015; DOI:10.1080/10904018.2015.1015226
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    ABSTRACT: In this article we present the results of two listening assessments conducted in spring 2013 and fall 2013. Our primary goal is of a pedagogical nature and is concerned with the design and the testing of a tool that could measure students’ critical listening skill improvement during the span of a semester. A total of N = 370 students participated in two quasi-experimental studies in which we developed a program to foster and measure critical listening skills. Results show that students’ listening skills improved in specific aspects of critical listening at both times. Effects were larger in the second round due to adjustments to both the course curriculum and the assessment tool. Results support the impact of the intervention by modest to high effect sizes and the construct validity of the assessment tool. We consider the improvement that was found in the current study an important beginning and recommend that the practice of listening skills becomes an integral part of the curriculum at the undergraduate level.
    International Journal of Listening 03/2015; DOI:10.1080/10904018.2015.1020231
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    ABSTRACT: Note taking (NT) in lectures is as active a skill as listening, which stimulates it, and as challenging as writing, which is the end product. Literature on lecture NT misses an integration of the processes involved in listening with those in NT. In this article, a taxonomy is proposed of lecture NT skills and subskills based on a similar list developed for listening comprehension skills, which is in turn based on a taxonomy of reading comprehension skills proposed by Ferguson (1973) and Gray (1960). The proposed list can shed light on the complexity of the skill of NT in lectures and help teachers provide systematic, brief, and controlled skills training for their students, especially L2 college or university freshmen.
    International Journal of Listening 02/2015; DOI:10.1080/10904018.2015.1011643
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    ABSTRACT: The study investigated whether teachers’ knowledge and positive perception of listening contribute to its teaching in junior secondary schools in Botswana. Using an observation schedule, data were collected from four schools in the Gaborone, Botswana, area. The main finding of the study is that knowledge of listening does not translate into good classroom practice. Among other things, the teachers neither taught listening communicatively nor followed the necessary stages in its teaching—pre-, while, and postlistening. This mismatch between knowledge and perception on the one hand and classroom practice on the other needs to be addressed in order for listening to be taught effectively in Botswana’s junior secondary schools.
    International Journal of Listening 11/2014; DOI:10.1080/10904018.2014.928212
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    ABSTRACT: Download from: The testing and teaching of listening has been partially guided by the notion of subskills, or a set of listening abilities that are needed for achieving successful comprehension and utilization of the information from listening texts. Although this notion came about mainly through applications of theoretical perspectives from psychology and communication studies, the actual divisibility of the subskills has rarely been examined. This article reports an attempt to do so by using data from the answers of 916 test takers of a retired version of the Michigan English Language Assessment Battery listening test. First, an iterative content analysis of items was carried out, identifying five key subskills. Next, the discriminability of subskills was examined through confirmatory factor analysis (CFA). Five independent measurement models representing the subskills were evaluated. The overall CFA model comprising the measurement models showed excessively high correlations among factors. Further tests through CFA resolved the inadmissible correlations, though the high correlations persisted. Finally, we made 23 aggregate-level items which were used in a higher-order model, which induced best fit indices and resolved the inadmissible estimates. The results show that the subskills in the test were empirically divisible, lending support to scholarly attempts in discussing components in the listening construct for the purpose of teaching and assessment.
    International Journal of Listening 11/2014; DOI:10.1080/10904018.2014.936119
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    ABSTRACT: Amidst the onslaught of communication at work, employees’ voices can be neglected in favor of the bottom line. This research initiates an exploration of the relationship between employee perceptions of the listening environment at work and organizational financial performance indicators. In this exploratory pilot study, we collected data from N = 65 employees of a single firm with multiple geographically and financially independent units. Using simple regression analysis, researchers compared data between units to determine if employee perceptions of positive qualities of the listening climate are related to improvement in sales and net income. Results suggest a potentially positive relationship between employees’ perceptions of a positive listening environment and these organizational performance indicators, suggesting that listening is an important step in building the communication climate of a productive company.
    International Journal of Listening 11/2014; DOI:10.1080/10904018.2014.965391
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    ABSTRACT: This article consists of a dialogue focused on listening philosophy, theory, and inclusive management practices for maximum productivity and performance in multicultural workplaces. The discussion illustrates that listening both influences cultural interactions and is impacted by cultural values and practices. This focus is broadly framed by an intercultural background that is philosophical and theoretical (but with a critical awareness of the limitations of theory). The study is supported by examples of cultural practices that illuminate and solve problems in the multicultural workplace, particularly in North America (the U.S. and Canada).
    International Journal of Listening 11/2014; 29(1):1-11. DOI:10.1080/10904018.2014.942492
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    ABSTRACT: Communication as transaction implies the importance of listening, but it leaves room for the mistaken impression that listening fails to shape the content of the encounter. Listening scholarship focuses on the constituent elements and effects of the act but has left unaddressed the ways the listening act is entirely sufficient to fulfill duties and/or create relationships. Borrowing the elements of speech act theory, I describe three categories of illocutionary performative listening—listening toward relationship, toward leadership, and toward fairness—and call for research into such corollaries as listener credibility and meta-listening.
    International Journal of Listening 11/2014; 29(2):95-102. DOI:10.1080/10904018.2014.892834
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    ABSTRACT: This article uses computer-assisted analysis to study the listening environment provided by Bible readings and preaching during church services. It focuses on the vocabulary size needed to comprehend 95% and 98% of the running words of the input (lexical coverage levels indicating comprehension in connection with listening) and on the place of infrequent vocabulary in liturgical discourse. The finding that 4,000 words and 7,000 words, respectively, are needed to reach the target levels for lexical coverage suggests that non-native listeners with vocabularies of just a few thousand words may be seriously challenged by church listening.
    International Journal of Listening 11/2014; 29(1):50-64. DOI:10.1080/10904018.2014.880928
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    ABSTRACT: This qualitative cross-cultural study sought to contribute to the understanding of listening competence, dialogic listening, and the use of human agency in promoting well-being at work. The participant groups (N = 103) consisted of n = 76 U.S.-American and n = 27 Finnish attorneys. Results suggest that in order to examine listening and well-being at work, a term professional listening competence had to be constructed. The results further suggest that a sense of a strong professional listening competence leads to positive experiences of self-efficacy and personal agency regarding the management of professional interaction by listening. These empowering experiences serve to alleviate work-related stress and have a positive effect on well-being at work.
    International Journal of Listening 11/2014; 29(1):30-49. DOI:10.1080/10904018.2014.937529
  • International Journal of Listening 11/2014; 29(1):65-66. DOI:10.1080/10904018.2014.980491
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    ABSTRACT: On average, people spend between 45% and 70% of their day listening to others (Johnson, 1996). Despite the frequency with which people engage in this activity, its importance in interpersonal interactions may go overlooked. Individuals can typically identify that listening is a valued communication skill (Bambacas & Patrickson, 2008; Papa, 1989), yet they may not grasp the actual impact effective and ineffective listening have on interpersonal interactions. Thus, I present instructions for and an assessment of a 20-minute classroom activity intended to demonstrate the impact that effective and ineffective listening behaviors have on these interactions.
    International Journal of Listening 11/2014; 29(2):103-106. DOI:10.1080/10904018.2014.965389