Article

Fostering and Assessing Critical Listening Skills in the Speech Course

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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.

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... As stated by Hyytinen et al. (2021), critical listening, part of critical thinking, identifies fallacies in presenting a topic. In other words, critical listening integrates students' comprehension and other cognitive abilities, which require them to question the received information and stimulate in-depth discussion in the classroom (Ediger, 2015;Ferrari-Bridgers et al., 2017). On top of that, the definition of critical listening as stated by Ferrari-Bridgers (2020), Ferrari-Bridgers, Stroumbakis, et al. (2017 as "the listener's critical ability to (a) recognize patterns, (b) compare and contrast new information with prior knowledge while comprehending, (c) reevaluate prior knowledge in light of new information, and (d) evaluate the content of a message (i) for adhering to specific patterns and structural requirements that constitute the message itself and (ii) for its completeness and accuracy, such as its lack of faults, illogicality, and omission of critical components" (Ferrari-Bridgers, 2020, p. 10). ...
... Since there has not yet been a previous study to design listening comprehension questions using Barrett's Taxonomy, this study would like to adopt the concept. Therefore, by implementing critical listening in the classroom, this study will focus on identifying the four critical listener competencies: (1) identifying subjectivity in the message, (2) evaluating the speaker's arguments, (3) analyzing and unfolding the speaker's intention, and (4) separating facts from opinions (Al-Musalli, 2001;Deveci, 2013;Ferrari-Bridgers et al., 2017;Floyd and Clements, 2005;Fogelsong et al., 2016). ...
... In summary, based on the aforementioned findings and discussions, the incorporation of critical listening in the English as a Foreign Language (EFL) classroom demonstrated that students possess the ability to identify subjectivity in the message, analyse the speaker's arguments, and comprehend and assess the speaker's objective through the listening materials which is in line with the three critical listener competencies theory by Al-Musalli (2001), Deveci (2013), Ferrari-Bridgers et al. (2017), Floyd and Clements (2005), and Fogelsong et al. (2016). ...
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This research aims to examine the practice of critical listening in higher education. This investigation involves fourth-semester students in the English Education Department of an Indonesian public state institution. This research utilized a qualitative case study. This study's data were collected using a triangulation method incorporating classroom observation, questionnaires, and semi-structured interviews. In this research, the data were analyzed thematically. According to the data analysis, students benefited from implementing critical listening in the classroom because the critical listening practice focused on essential listening competencies, helped them develop critical thinking, and promoted critical listening in the classroom. Students believed that critical listening aids in developing their language skills and allows them to exercise critical thinking skills that have yet to be covered in class. The findings of this study can provide educators with a starting point for implementing critical listening with EFL students. In other words, the findings may cast light on implementing critical listening, including the general benefits and challenges students encounter.
... Critical listening skills play an integral role in students' learning processes in and outside the classroom. Inside the class context, students need critical listening skills as they should be able to separate facts from opinions, fantasy from reality, and accurate from inaccurate content and ideas from the teacher and their peers during all facets of the school day (Ediger, 2015;Ferrari-Bridgers et al., 2015). In today's society, which heavily relies on information transfer, young learners have easy access to multiple communication sources (e.g., the Internet, social media, radio, and television) and ...
... Critical listening skills incorporate discriminative and comprehensive listening skills but stretches well beyond it, activating multiple higher-order cognitive abilities. At this level, students should be able to determine and evaluate the quality, value, significance, accuracy, and truthfulness of the message and draw appropriate conclusions from it (Deveci, 2013;Ferrari-Bridgers et al., 2015;Floyd & Clements, 2005;Wallace, 2013). To be an effective critical listener, students have to possess different competencies, such as the ability to identify bias in the message, evaluate the speaker's arguments, analyze and uncover the speaker's intention, and separate facts from opinions (Al-Musalli, 2001;Deveci, 2013;Ferrari-Bridgers et al., 2015;Floyd & Clements, 2005;Fogelsong, 2016). ...
... At this level, students should be able to determine and evaluate the quality, value, significance, accuracy, and truthfulness of the message and draw appropriate conclusions from it (Deveci, 2013;Ferrari-Bridgers et al., 2015;Floyd & Clements, 2005;Wallace, 2013). To be an effective critical listener, students have to possess different competencies, such as the ability to identify bias in the message, evaluate the speaker's arguments, analyze and uncover the speaker's intention, and separate facts from opinions (Al-Musalli, 2001;Deveci, 2013;Ferrari-Bridgers et al., 2015;Floyd & Clements, 2005;Fogelsong, 2016). ...
Article
This study aimed to provide a more comprehensive view on the relationship between metacognitive awareness, intrinsic and extrinsic listening motivation, and L1 primary school students’ critical listening skills. A critical listening test and different self-report questionnaires were administered to 649 native Dutch-speaking sixth-grade students. Quantitative data analysis techniques, including a series of one-way multivariate analysis of variance (MANOVAs) and a structural equation model (SEM) were used to analyze the data. The results indicated that high-level listeners were more aware of different factors of metacognition (i.e., person knowledge, problem-solving, and directed attention) and more intrinsically motivated to listen compared to average and low-level listeners. Further, complex structural relationships among students’ motivation, metacognitive awareness, and critical listening skills were found. The results showed that both intrinsic and extrinsic listening motivation were antecedents of students’ reported awareness of metacognition. The findings also suggested that metacognitive awareness mediated the relationship between motivation and critical listening skills.
... Critical listening is a combination of listening and critical thinking. Some research results state that critical listening is an important skill for students and still requires various efforts to improve skills, one of which is through the use of technology (Corey & Benson, 2016;Erkek & Batur, 2020;Everest, 2007;Ferrari-Bridgers et al., 2017;Renwick et al., 1954;Walzer, 2015;Yanti et al., 2021). ...
... Technology is an important thing that influences the learning process of critical listening skills (Cross, 2010;Daeng dkk., 2010;Doludea & Nuraeni, 2018;Hijriyah, 2016;Jalongo, 2007;Manjola Likaj, 2015;Miftakh & Samsi, 2015;Nation & Newton, 2008;Scharfstein & Gaurf, 2013;Solak & Erdem, 2016;Yanti et al., 2022) In addition, there have been many studies which state that critical listening is an important skill that must be mastered by someone (Corey & Benson, 2016;Erkek & Batur, 2020;Everest, 2007;Ferrari-Bridgers et al., 2017;Renwick et al., 1954;Walzer, 2015). The research that researchers will conduct focuses on developing teaching materials in the form of digital learning textbooks. ...
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This research is motivated by the limited availability of digital module teaching materials, especially in critical listening learning. This study aims to produce critical listening learning modules that are structured on the principles of systematic, active, contextual, technological, integrative (SAKTI). This principle is formulated by researchers from various critical listening learning theories and the development of teaching materials that are relevant to current needs. The digital teaching materials are arranged to contain materials, listening materials, exercises, and evaluations in one teaching material. The research was conducted by applying the research procedure proposed by Tomlinson in 2012. The module was developed using the Flip Pdf Professional Application Version 2.4.9.41, Quizzes, Canva, Google Form, Ms. Word, Dolby On, Nitro Pdf. The module consists of 3 main components, namely the introductory, core, and closing sections. This study uses R&D methods with stages Analysis, Design, Development, Implementation, & Evaluations. Based on the results of product trials, it is known that the use of the designed product provides several advantages, among which it makes the learning process practical, can be used anywhere and at any time, helps guided or independent learning, helps online and offline learning, encourages students to actively complete each stage of learning and can be a means of obtaining new information for students.
... In this process, it encourages the listener to listen, question, evaluate, and decide on the information or ideas presented (Basyoni & Medd, 2023). Thus, it identifies subjective expressions, orientations, propaganda, and misconceptions in what is being listened to; questions and evaluates what is being listened to from an impartial perspective with its positive and negative aspects (Ferrari-Bridgers et al., 2017b); and ensures that the adequacy of what is being listened to is determined (Hyytinen et al., 2021). It uses an impartial perspective to evaluate the accuracy and reliability of what is being listened to (Corey, 2016). ...
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Critical listening, critical reading, and critical thinking are three closely related cognitive skills that aim to evaluate information with an analytical and questioning approach. Critical listening and critical reading, which are receptive language skills, represent the application of critical thinking in different contexts. Critical thinking, which is a productive language skill, provides a framework for these two receptive language skills and enables the evaluation of the accuracy of information accessed through critical listening and critical reading, analyzing different perspectives and making inferences to reach correct conclusions. These two skills support the development of critical thinking skills and contribute to individuals gaining deeper understanding based on the perspective of knowledge. This study aims to determine the relationships between critical listening, critical reading, and critical thinking, the effects of these variables on each other, and the explanation ratios. The study group of this study was determined through simple random sampling, one of the random sampling methods. The participants consisted of 201 teacher candidates studying in the Department of Turkish Language Teaching at a university in the north of Türkiye. The Critical Listening Scale, Critical Thinking Attitude Scale, Critical Reading Self-Efficacy Perception Scale, and a personal information form were used to collect research data. The data collected in the research were analyzed using structural equation modeling via AMOS 22.0. As a result of the research, it was determined that all hypothesis models established based on the relevant literature were valid. Two of the three hypotheses regarding the theoretical model were supported by the data, and one hypothesis was rejected. Critical listening has a direct high level effect on critical thinking and predicts it at a significant level. Critical listening has a direct high-level effect on critical reading and predicts it at a significant level, while explaining 65% of the total variance related to critical reading. The effect of critical reading on critical thinking is insignificant and does not predict critical thinking at a significant level. In the theoretical model created the effect of critical reading on critical thinking is insignificant, but these two variables explain 85% of the variance related to critical thinking. As a result of the research, it can be said that the main predictor of critical thinking is critical listening, and that critical reading and critical thinking develop depending on the development of critical listening.
... In this sense, CT in EAL listening and speaking is aimed at transferring information and expressing opinions in an additional language, providing opportunities for students to practise the target language in authentic activities (Yaprak & Kaya, 2020). In both the Chinese and Turkish contexts, the learning experiences of CT in EAL listening and speaking simultaneously enhance student communicative competence by understanding and evaluating different types of information (Ferrari-Bridgers et al., 2015;Sanavi & Tarighat, 2014) through analytical thinking, collaborative capacity and new expertise development (Hegazy et al., 2021). In the long run, CT in EAL listening and speaking could potentially provide opportunities for students to understand multiple sources of information, listen to different perspectives and communicate their understanding orally (Schieble et al., 2021). ...
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This article presents a qualitative case study of a teacher facilitating Critical Thinking (CT) through listening and speaking in an English as an Additional Language (EAL) Year 10 Indonesian high school class. Such CT facilitation and development are required not only by the Indonesian government's EAL policies, but also in other countries with developing economies. CT is thought to promote language acquisition as well is being developed through language learning, if well-facilitated. This article presents a case study of a teacher and her class based on triangulated data comprising pre- and post-interviews with the teacher, student classroom observations and documents on lesson plans, content materials, syllabus and assessment practices. The findings revealed evidence for rich CT when analysed through the analytical framework of Critical Thinking in English Listening and Speaking (CTELS). However, factors were identified as obstacles for CT development, including first language interference, insufficient authentic content materials and constraints on the design of appropriate assessment tasks. These barriers to effective facilitation of CT in EAL listening and speaking form the basis for further investigation of the areas of CT in EAL listening and speaking pedagogy and assessment. Moreover, the CTELS shows promise to illuminate CT as evidenced by students and has the potential to guide teacher facilitation of CT.
... Telaah awal yang merujuk betapa pentingnya keterampilan menyimak disampaikan oleh Manjola dan Mitfatkh (2015) yang menyatakan bahwa sebagian besar waktu penggunaan bahasa tertuju pada kegiatan menyimak. Beberapa hasil penelitian menyatakan bahwa menyimak merupakan suatu keterampilan penting untuk mahasiswa dan masih membutuhkan berbagai upaya untuk meningkatkan keterampilan tersebut (Corey & Benson, 2016;Erkek & Batur, 2020;Everest, 2007;Ferrari-Bridgers dkk., 2017;Renwick dkk., 1954;Walzer, 2015;Yanti dkk., 2021) (Elitasari dkk., 2019;Hudaa, 2020;Kusmiatun, 2019;Nurhayati, 2016;Oktriono, 2019;Pratama, 2021;Ramdhan dkk., 2022;Sumarsih, 2018;Wedayanthi dkk., 2014;Zalmansyah, 2013). ...
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This research reports the results of a survey administered to the training directors of 250 randomly selected Fortune 500 companies. The results indicate that the training directors perceived inadequate listening skills and lack of listening training in the “typical”; organization member. Data reveal perceptions of the relationship between listening and performance, causes of listening problems, and, most importantly, areas of concentration to be included in a listening component of potential communication training programs in organizations or in organizational communication curricula.
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In 1979 the State of Massachusetts identified eleven listening and fourteen speaking skills as part of a program on basic skills in elementary and secondary schools. The authors contracted with the State Department of Education to recommend methods of assessing these skills. The article summarizes the process and includes the recommendations given to the state. As each state will be going through a similar process, it is hoped this article will assist others charged with the same responsibility.
Article
Although many have argued that listening is particularly important in organizations, few studies have examined listening and listening skills in this context. This study ex amined relationships between listening, communication related abilities, employee level in an insurance company, and upward mobility. The results indicated significant positive relationships between listening and other social cognitive and communicative abilities. While findings suggested that nonsupervisors tended to possess better listen ing abilities than supervisors, there was some evidence that better listeners were in higher levels of the organization and were more upwardly mobile.
Article
Listening is a vital management skill. To find out more about how managers' listening is perceived in an organizational context, researchers administered a questionnaire to 144 managers and 827 of their subordinates in 6 hospitality organizations. Managers were asked to rate 26 of their own listening behaviors using a 7-point scale. Subor dinates were asked to indicate their perceptions of their managers' listening behavior on each of the same 26 items. Profiles are presented of those managers who were per ceived as particularly "good" or particularly "poor" listeners according to the ratings given them by their subordinates. Characteristics of those employees who gave their managers the highest and lowest ratings are also described. This information con tributes to a better understanding of how managers' listening is perceived in organiza tional contexts.
Article
This article presents the results of a content analysis of 10 current public-speaking textbooks to determine the nature and extent to which they teach listening in an integrated approach with public speaking as an oral activity. Lewis and Nichols (196516. Lewis , T. R. and Nichols , R. G. 1965. Speaking and listening: A guide to effective oral-aural communication, Dubuque, IA: W.C. Brown. View all references) predicted that listening would increasingly be taught especially in an integrated approach with speaking. Beyond the prediction, they established a template for the pedagogy that emphasized the oral modality. Their prediction has not proved accurate. Ample research illustrates the lack of listening instruction. The current study sought both to replicate these findings and to examine the emphasis on the oral modality as reflected in public-speaking texts. Six research questions asked about listening inclusion and concentration, differences in written and oral modalities, delivery, development via writing, discussion of the oral modality, and pedagogy. The results of this analysis confirmed that these texts do contain treatments of listening but with one exception, only to a slight degree. Listening was seldom integrated with the teaching of speech within these texts. Second, with two exceptions, the texts seldom developed instruction with an emphasis on speech as an oral activity. Overall, the texts failed to reflect the pedagogy for teaching the oral modality essential to listening instruction. The results are discussed in terms of the extent to which the texts advance the teaching of listening and speaking as an interdependent oral activity. The conclusions indicate that the pedagogy advanced through these texts focus too greatly on writing to appropriately advance an understanding of the oral aspects essential to listening education.
Article
This study examined the most frequently encountered barriers that may affect listen ing effectiveness among business college students. A factor analysis indicated the presence of six listening barrier factors that concern students. In addition, the barrier "listen primarily for details or facts" was perceived to be the most frequently en countered barrier identifded by the students. The students' major or age had no bear ing on the level of frequency given to the barrier factors. However, two out of the six factors were significantly different based on the students'sex.
Article
As a means of reinforcing the importance of critical listening, this study analyzes six speeches presented by President George W. Bush. These speeches provide an extended example of the use of a rhetorical technique, associational juxtaposition, in which President Bush gives the impression of a connection between Saddam Hussein's Iraq and the 9/11 attacks on the Pentagon and the World Trade Center by al-Qaeda when, in fact, no evidence or reasons existed to support such a connection. The paper concludes by discussing how Mr. Bush's use of associational juxtaposition underscores the need for effective critical listening.
Article
Listening is a complex process. Teaching listening should reflect that complexity. This study examines areas necessary for a complete listening curriculum. It surveys colleges and universities offering listening courses to discover which areas were included in course curricula. Investigation of syllabi, and in-class exercises, and the results of telephone interviews reveals which areas a sample of course instructors consider to be of high, average and low importance. Results indicate that Relational Listening, Commitment to Listening, Setting a Goal to Listen, Practicing Skills, Comprehensive and Critical Listening, Listening as Part of the Communication Process, Attention to Nonverbal Cues, the Psychological Aspect of Listening, Classroom Listening and Note-Taking were of importance. The physiological process, gender differences, and aesthetic listening generally received the least amount of coverage in the sample studied. This report discusses each area and the survey, draws conclusions, and makes recommendations regarding research and listening pedagogy.
Article
Listening is a fundamental language skill, but it is often ignored by foreign and second language teachers. This article explains the complexity and importance of the listening skill, summarizes research on L2 listening, and provides a research-based consumer's guide to selecting and using L2 listening activities.
Chapter
This chapter presents an integrative listening model designed by a collaborative team of educators at Alverno College. The authors introduce a unique and practical framework for listening across the curriculum. They explain the components of the Integrative Listening Model (ILM), illustrate the stages in the listening process itself, and provide samples of how listening can be incorporated into classroom activities, assignments and assessments in various disciplines. In a systematic and comprehensive way, the ILM framework presents concrete strategies for developing one's own listening ability. It also stresses contextual and personal filters that impact listening behaviors, as well as self assessment and goal-setting, to promote ongoing listening development. The ILM reflects the authors' beliefs that listening is far more than just hearing and that genuinely effective listening requires commitment, understanding, and practice. It addresses psychological, emotional and cognitive factors that influence human communication and offers a promise of life-long benefits.
Article
The Common Core State Standards and a Response to Intervention framework are movements sweeping the nation. Speech-language pathologists are uniquely positioned to play a pivotal role in supporting successful implementation of these movements. This article explores the assessment tools speech-language pathologists SLPs will need to identify and progress monitor critical language/literacy skills such as listening comprehension and oral narratives skills. Foundational research demonstrates that communication units, total words spoken, and major story components are measures that will discriminate between students with adequate language skills and language disorders and are curriculum-based, sensitive to change, and useful to determine the effectiveness of language/literacy interventions. Speech-language pathologist can broaden the impact of their knowledge and skills to improve outcomes for all students.
Article
Running title: Structure of discourse. Includes bibliographical references (leaves 87-93) Support ... by the Advanced Research Projects Agency of the Department of Defense ... monitored by ONR under contract no. N00014-85-C-0079 "Spons agency ... National Inst. of Education. Funding also provided by the System Development Foundation. Contract 400-81-0030"--Doc. resume.
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