Teaching and Learning Second Language Listening: Metacognition in Action
... Additionally, the study explores how these strategies impact students' language proficiency and performance. Previous research shows that effective use of cognitive and metacognitive strategies is linked to higher levels of self-regulation and academic success (Zhang & Zhang, 2021;Vandergrift & Goh, 2018). Understanding these connections can help instructors foster more autonomous learners. ...
... Recent research has extended the understanding of metacognitive strategies by emphasizing the role of selfregulation and self-reflection in language learning (Zimmerman & Schunk, 2019). Metacognitive strategies such as self-monitoring and self-questioning have been linked to increased learner autonomy and better language learning outcomes (Vandergrift & Goh, 2018). Furthermore, selective attention, where learners focus on essential information and ignore irrelevant stimuli, is also critical in managing cognitive load during language tasks (Schmidt, 1990;Pressley & Afflerbach, 2020). ...
... Research by Vandergrift (2003) and Goh (2002) has emphasized that metacognitive awareness helps learners select appropriate cognitive strategies and adjust them based on their ongoing evaluation of task difficulty and progress. Studies have shown that students who combine both cognitive and metacognitive strategies tend to perform better on language tasks (Zhang & Zhang, 2021;Vandergrift & Goh, 2018). This combined approach helps learners not only engage with the language at a deep level but also monitor their learning progress, which in turn supports better language retention and comprehension. ...
This study investigates the use of cognitive and metacognitive strategies among second-year EFL students at Elmergib University. Through classroom observations, semi-structured interviews, and reflective journals with 15 participants, the study examines how learners employ strategies such as repetition, elaboration, planning, and self-monitoring during language tasks, as well as the challenges they face in these strategies. Findings reveal that repetition (80% of students), note-taking (70%), and self-questioning (80%) were the most prevalent strategies, while translation (40%) and evaluation (50%) were underutilized. The study highlights a critical gap in students' ability to select context-appropriate strategies, with 65% struggling with self-regulation during complex tasks. Peer interactions in group discussions emerged as a key facilitator of strategy use, with 70% of students benefiting from collaborative correction and clarification. The research underscores the need for explicit strategy instruction, metacognitive awareness training, and technology-integrated collaborative learning in EFL curricula. These evidence-based recommendations aim to address the observed challenges in strategy selection and monitoring, ultimately promoting learner autonomy.
... English-as-a-Foreign-Language (EFL) listening has been regarded by many as an increasingly significant language skill (Goh and Vandergrift 2022) due to its enormous capacity for second/foreign language learning and development (Liu 2020). Many scholars also believe that EFL listening comprehension (LC) can pave the way for other language skills (Muhammadpour et al. 2024;Bozorgian et al. 2022aBozorgian et al. , 2022bBozorgian et al. 2024;Bozorgian et al. 2025). ...
... The core of the MI is metacognition, which was tersely defined by Flavell (1976) as cognition about cognition or learning about learning (Also cited in Goh and Vandergrift 2022). For this purpose, metacognitive strategies, such as planning, evaluation, monitoring, problem-solving, mental translation, and so forth, are regularly used during different phases of the language learning process (Goh and Vandergrift 2022). ...
... The core of the MI is metacognition, which was tersely defined by Flavell (1976) as cognition about cognition or learning about learning (Also cited in Goh and Vandergrift 2022). For this purpose, metacognitive strategies, such as planning, evaluation, monitoring, problem-solving, mental translation, and so forth, are regularly used during different phases of the language learning process (Goh and Vandergrift 2022). EFL learners armed with metacognitive strategies are in fact self-regulated learners who take agency and responsibility for their own learning . ...
Background
Recent years have witnessed a surge of technology use and online learning environments, especially during the post‐COVID era. The widespread use of technology has sparked a sudden transition from conventional face‐to‐face learning to online digital‐based learning platforms, such as Adobe Connect. Although EFL teachers have implemented listening strategy instruction, such as online metacognitive intervention, to improve EFL learners' listening comprehension, it proved ineffective in certain EFL contexts.
Objectives
Therefore, the present quasi‐experimental study probed into the effectiveness of an online hybrid intervention using the Adobe Connect Platform combined with a game‐based learning environment on the listening comprehension and foreign language listening anxiety of a group of Iranian intermediate EFL learners.
Methods
To this end, Nelson tests were distributed among 122 volunteered all‐male Iranian EFL learners from four intact online EFL classes, and 83 Iranian EFL learners were identified and distributed across four groups: EG1 (n = 19); EG2 (n = 21); EG3 (n = 20); and CG (n = 23). The experimental groups received listening strategy instruction in the form of WM only, MI only, and both WM and MI, while the control group underwent the conventional listening instruction.
Results
Results revealed that the proposed hybrid intervention could significantly improve the participants' listening comprehension and reduce their foreign language listening anxiety.
Conclusions
Consequently, while the proposed online game‐based hybrid intervention was successful in both cases, the MI intervention was particularly effective in terms of improving the listening comprehension, while the WM training was particularly effective in terms of alleviating the foreign language listening anxiety. Implications and directions for future research are also provided at the end.
... Listening comprehension is a foundational yet complex skill in English language learning, particularly for tertiary students majoring in English. Goh and Vandergrift (2021) highlight that listening comprehension requires the integration of linguistic, pragmatic, and discourse knowledge, making it one of the most challenging skills for learners to master. Unlike speaking or reading, where learners have more control, listening often involves real-time processing of language, which can be overwhelming, especially in academic settings. ...
... The proficiency in listening comprehension, however, is influenced by individual learner differences such as vocabulary knowledge (Bonk, 2000;Cheng & Matthews, 2018;Du & Man, 2022;Staehr, 2009;Wallace, 2021), deployment of listening strategies (Bozorgian & Shamsi, 2022;Graham et al., 2010), working memory capacities (Shipstead et al., 2014), and listening anxiety (Elkhafaifi, 2005;Kim, 2000;Vogely, 1998;Wang & Cha, 2019). Goh and Vandergrift (2021) propose a theoretical model for second language (L2) listening comprehension drawing on Imhof and Janusik's (2006), in which the role of both cognitive and affective domains is highlighted, thereby reiterating the impact of anxiety on L2 learners' listening comprehension. ...
... The results indicate that factors related to learners themselves, materials, listening tasks, and teachers' instructions contribute to students' listening anxiety to varying extents. Overall, the results have provided empirical insights into listening as an interactive process between the listener and the audio text with its distinct features (Brown & Lee, 2015;Goh & Vandergrift, 2021). The findings also align with the theoretical framework of FLLA (Kim, 2000;Serraj, 2015;Yamauchi, 2014), reaffirming that listening anxiety is a complex psychological and emotional state that stems from many factors. ...
This study investigated the listening anxiety experienced by Vietnamese tertiary English-majored students, and its relationships with students’ perceived listening proficiency, interest in listening, and frequency of listening practice. A mixed-methods approach was employed, collecting data through questionnaires from 160 English-major students at a university in central Vietnam and in-depth interviews with 15 of them. The findings identified four major sources of listening anxiety: learner-related factors (such as fear of missing key words and lack of linguistic knowledge); material itself (including fast-paced speech, abstract content, and unfamiliar accents; particularly low-quality audio devices, which caused the highest level of anxiety); instructional factors (primarily focused on pre-listening stages and lack of teacher feedback); and task-related factors (such as listening for specific details or summarizing tasks). Significant negative correlations were found between students' anxiety levels and their perceived proficiency, interest in listening, and frequency of practice, indicating that higher proficiency, interest, and practice are associated with lower anxiety levels. Based on these findings, the study offers practical implications for educators and students regarding EFL listening teaching and learning and calls for further research to explore additional teacher- and learner-related factors that might affect levels of EFL listening anxiety in different educational settings.
... Listening is widely recognized as a foundational skill in second language acquisition (SLA), often as the gateway to language input, comprehension, and communicative competence. In English as a Foreign Language (EFL) contexts, where authentic exposure to spoken English is often limited, listening is critical in developing learners' linguistic awareness and productive abilities (Vandergrift & Goh, 2012). As Rost (2016) highlights, listening is not a passive skill but involves active, cognitive engagement in decoding, interpreting, and constructing meaning from spoken input. ...
... Learners are encouraged to become strategic listeners-capable of planning, monitoring, and evaluating their comprehension through tools that support metacognitive development (Vandergrift & Goh, 2012). ...
... Learners often lack control over playback speed or repetition, and activities are generally bound by time constraints. This limits learner autonomy and flexibility, especially for students who need additional time to process input (Vandergrift & Goh, 2012). Digital listening platforms, on the other hand, enable asynchronous access to listening materials. ...
This book comprehensively examines the intersection of AI, language acquisition, and academic writing, highlighting how these three elements can synergize to enhance learning effectiveness. Additionally, it provides a reflective and analytical discussion on how AI technologies support the development of writing skills, critical thinking, and the production of high-quality academic work. Therefore, the content is structured to offer a philosophical foundation, insights, strategies, and best practices for addressing current educational challenges, particularly in the learning process. The content of this book is arranged according to a pattern that interlinks each topic, presenting a clear flow for readers to understand the importance of adaptive, technology-based learning approaches in meeting the demands and challenges of language learning and academic writing. We deeply appreciate the dedication of young lecturers who have initiated this scholarly endeavor through discussion, research, and collaboration, thus making a valuable institutional contribution to higher education.
... Melalui listening, mahasiswa mampu menangkap nuansa bahasa, seperti intonasi, ekspresi, dan makna tersirat yang tidak selalu mudah dipahami dalam bentuk tulisan saja (Brown 2007). Kemampuan ini sangat penting di era globalisasi, di mana komunikasi lintas budaya menjadi bagian tak terpisahkan dalam dunia pendidikan dan pekerjaan (Goh and Vandergrift 2021). Kemampuan listening dalam bahasa Inggris adalah keterampilan penting bagi mahasiswa, terutama dalam konteks akademis dan profesional yang menuntut pemahaman bahasa secara mendalam. ...
... Selain itu, keterampilan listening yang baik juga memiliki dampak signifikan terhadap kemampuan komunikasi secara keseluruhan, seperti berbicara dan menulis. Menurut Goh and Vandergrift (2021), mendengar dengan baik membantu memperkaya pengetahuan tentang pola kalimat yang lebih alami, frasa idiomatis, dan struktur bahasa Inggris yang sering digunakan dalam percakapan sehari-hari maupun dalam konteks formal. Kemampuan ini penting untuk memahami materi kuliah, berinteraksi dalam seminar, atau berpartisipasi dalam diskusi kelompok yang menuntut kecepatan dan ketepatan dalam merespons. ...
... Mahasiswa dengan kemampuan listening yang baik akan lebih mudah menyesuaikan diri dengan lingkungan yang multibahasa dan multikultural, serta dapat meningkatkan hubungan profesional dan pribadi dengan kolega dari latar belakang budaya yang berbeda. Memahami bahasa Inggris dalam konteks budaya yang beragam membantu mahasiswa lebih terbuka terhadap perspektif global, yang merupakan aset penting dalam dunia kerja modern yang mengutamakan kolaborasi internasional (Goh and Vandergrift 2021) Untuk meningkatkan kemampuan listening mahasiswa, penggunaan alat pembelajaran berbasis teknologi seperti Google Form telah menjadi alternatif yang menarik. Google Form menyediakan kemudahan dalam pembuatan kuis dan aktivitas yang interaktif dan responsif, yang secara langsung dapat meningkatkan keterlibatan mahasiswa dalam pembelajaran (Hwang, Lai, and Wang 2015). ...
This study aimed to determine the effect of using Google Form to improve students' English listening skills. This study uses an experimental research type conducted in one class. The sample in this study was class A students of the Management study program at Narotama University, totaling 25 students. The results of the study showed a t sig value of 0.000 <0.05, which means that there is a difference in the average pretest and posttest scores of students, which means that there is an influence of using Google Forms to improve students' English listening skills. The results of this study were that students felt more involved and motivated when using Google Form compared to conventional listening methods, the use of Google Form in listening training allowed students to get direct feedback, Google Form increased student motivation in learning listening and Google Form allowed lecturers to collect data and analyze the level of student understanding more easily and accurately
... Listening strategies refer to specific cognitive and behavioral actions employed by learners to enhance their comprehension, retention, recall, and self-regulation in the development of listening skills (Cohen & Henry, 2020;Goh & Vandergrift, 2021). Drawing from the metacognitive framework in language learning, Goh and Vandergrift (2021) highlight two core functions essential to listening development: (1) self-appraisal, which involves learners' reflection on their listening abilities, and (2) self-management, which entails strategic action to overcome listening challenges. ...
... Listening strategies refer to specific cognitive and behavioral actions employed by learners to enhance their comprehension, retention, recall, and self-regulation in the development of listening skills (Cohen & Henry, 2020;Goh & Vandergrift, 2021). Drawing from the metacognitive framework in language learning, Goh and Vandergrift (2021) highlight two core functions essential to listening development: (1) self-appraisal, which involves learners' reflection on their listening abilities, and (2) self-management, which entails strategic action to overcome listening challenges. Metacognition-encompassing planning, organizing, monitoring, and evaluating cognitive activity-represents the foundation of self-regulated learning (Oxford, 2016). ...
... Unlike planning and evaluation strategies, problem-solving strategies were positively correlated with both CSEPT and TOEIC listening scores. These strategies, as described by Vandergrift et al. (2006), rely on top-down processing, which involves leveraging context, prior knowledge, and long-term memory (schemata) to interpret messages (Goh & Vandergrift, 2021;Oxford, 2016). The mediation analysis revealed that problem-solving strategies partially mediated the relationship between CSEPT and TOEIC listening scores (H3 supported). ...
In the domain of English for Specific Purposes, English for Business Purposes (EBP) courses in higher education aim to enhance students' subject-specific language proficiency and communicative competence in professional business contexts. Listening ability and strategies are critical for comprehending subject-specific content, while self-efficacy influences the relationship between English proficiency and strategy use. This study investigates the sequential relationship between plan-ning/evaluation and problem-solving strategies for listening and stu-dents' English listening proficiency for general and specific purposes. It also examines the moderating effect of self-efficacy on the relationship between listening strategies and English listening proficiency. The study involved 326 EFL university students enrolled in a workplace English course in Taiwan. A moderated serial mediation model was used to analyze the data via the PROCESS Macro. The findings revealed that students' general English listening proficiency strongly predicted their TOEIC listening scores. Problem-solving strategies mediated the relationship between general English listening proficiency and TOEIC listening scores. However, planning/evaluation strategies-individually or in sequential combination with problem-solving strategies-did not mediate this relationship. Self-efficacy moderated only the relationship between problem-solving strategies and TOEIC listening scores. These results highlight the importance of problem-solving strategies and self-efficacy in enhancing listening proficiency in EBP contexts.
... Integrating authentic materials promotes learners' listening comprehension skills alongside their motivation level and their ability to interpret natural speech (Peacock, 1997;Vandergrift & Goh, 2012). Implementing authentic listening materials creates obstacles because natural speech complexities and foreign cultural points and cognitive strain for basic learners represent significant challenges (Field, 2008). ...
... Training students to listen becomes essential for learning both their native language and second language because it enables learners to absorb target language phonology and vocabulary and syntactic elements (Rost, 2011). The researchers Vandergrift and Goh (2012) explain that learning speech requires multiple sophisticated mental operations such as speech interpretation and contextual understanding and future content prediction. A weak ability to listen effectively will prevent students from reaching full language proficiency because they fail to understand spoken language and produce speech effectively. ...
... Through authentic materials students learn valuable listening skills including contextual inference and content prediction and keyword detection according to Vandergrift and Goh (2012). According to Nation and Newton (2009) authentic https://digital-science.pubmedia.id/index.php/pssh ...
The acquisition of language skills requires listening skills as a base yet English as Foreign Language (EFL) students face difficulties in spoken discourse understanding mainly due to fast speech speeds and unfamiliar words and diverse accents. A research analysis evaluates how authentic listening resources composed of real-life content from news broadcasts and podcasts and recorded conversations effectively teach students to listen more effectively. The study implemented a quasi-experimental method to evaluate 60 intermediate EFL learners through experimental (authentic materials) and control (textbook-based listening exercises) groups. Students who listened to original materials achieved much better results in listening comprehension than the control group students according to assessment results. The use of authentic materials boosted educational engagement and student motivation so they developed improved listening skills together with ability to process real-world language. Structural scaffolding options helped students manage problems related to fast speech rates and cultural references when processing the materials.
... However, the least pedagogical attention is paid to this fundamental skill in the L2 classrooms because of the commonly traditional belief in the passivity and invisibility of this skill. Listening is the primary source of language input and is an enabling door, which facilitates other language skills (Goh & Vandergrift, 2022;Krashen, 1981) and has a close correlation with overall L2 language proficiency (Bozorgian et al., 2022a). ...
... Perceiving the pedagogic and challenging nature of L2 listening activities for both teachers and learners in the classroom encouraged researchers to highlight the role of listening in L2 learning through conducting studies. Therefore, previous studies (Bozorgian et al., 2022b;Goh & Aryadoust, 2016;Goh & Vandergrift, 2022;Vandergrift et al., 2006) considered listening as an active skill. Their preferential term was 'listening process' and they endorsed multi-dimensional perspectives to this skill. ...
... Flavell (1979) defined metacognition as cognition of cognition which covers three intertwined types of knowledge known as: person knowledge (knowledge of oneself or others), task knowledge (knowledge of doing a task) and strategy knowledge (knowledge of strategies to accomplish a task). Proposing a pedagogical model based on metacognition, Goh and Vandergrift (2022) paved the way for raising listeners' level of metacognitive awareness in listening comprehension. The model included the following stages: (a) planning, (b) monitoring, (c) problem-solving, and (d) evaluating. ...
This quasi-experimental study investigated the comparative effects of
metacognitive intervention (MI) and metacognitive intervention through
dialogic interaction (MIDI) on L2 learners’ listening comprehension and
cognitive load. Quantitative approaches were applied to evaluate the
data from 59 advanced-level Iranian EFL learners. The MI (n = 19) and MIDI
(n = 20) groups received weekly instructions (i.e. metacognitive intervention
and metacognitive intervention through dialogic interaction, respectively)
for eight consecutive weeks. The control group (n = 20) followed
a conventional listening instruction (i.e. pre-, while, and post-listening)
with the same listening samples and without receiving the MI in each
session. The study used four different instruments, namely Oxford placement
tests; IELTS listening tests; backward visual digit span tests; and an
adapted cognitive load questionnaire to investigate the EFL learners’ level
of cognitive load throughout the process. Results of ANOVA run on the
experimental group learners’ listening performance revealed a statistically
significant difference in terms of listening comprehension and cognitive
load, compared with their control group counterparts. Interestingly, no
significant differences in terms of the cognitive load were found between
the experimental groups. Implications and directions for future research
are also provided for the reader.
... Students should learn to decode sounds and words accurately and to interpret messages using context and other top-down strategies. Unfortunately, research suggests that in many classrooms, bottom-up listening strategies are often deprioritized in favor of top-down strategies and have been left out of listening pedagogy research (Field, 2008;Vandergrift & Goh, 2012). In the same vein, Siegel and Siegel (2015) highlight that language instruction often places emphasis on top-down strategies or comprehension questions or a combination of both while neglecting the "nuts and bolts" of the listening process, which has led to the belief that issues in sound and word recognition are of low importance and can be resolved though the use of context (Field, 2008). ...
... Brown (2017) argues that listening comprehension is an active process where listeners simultaneously decode sounds and utilize contextual and prior knowledge to construct meaning. Similarly, Goh and Vandergrift (2012) highlight that bottom-up and top downprocesses are interdependent, with top-down knowledge shaping how listeners interpret incoming sounds. Graham et al. (2014) further stress the importance of coordinating between these processes, noting that while native listeners do this effortlessly, foreign language learners struggle due to their limited linguistic resources. ...
... These demographic characteristics provide an essential backdrop for factors like experience, institutional constraints, and insufficient training, which can influence teachers' perceptions and implementation of bottom-up listening instruction. In this context, research highlights the importance of professional development in equipping teachers with the theoretical and practical knowledge needed to support learners' bottom-up listening skills, such as decoding and phoneme recognition (Field, 2008;Vandergrift & Goh, 2012). ...
Research suggests that in many EFL classrooms, teachers give scant attention to the teaching of bottom-up listening skills while emphasizing top-down strategies. The purpose of this study is to address this imbalance by investigating EFL teachers’ perceptions of bottom-up listening skills and their teaching practices. A primarily quantitative mixed-methods approach was employed to collect data from 25 Moroccan EFL secondary school teachers via an online questionnaire. Quantitative data were analyzed to examine teachers’ beliefs regarding bottom-up listening and their reported classroom practices, with comparative analysis by years of teaching experience. A thematic analysis of the open-ended responses was utilized to gain deeper insights into teachers' perceptions. The findings reveal that teachers recognize the role of bottom-up skills in listening comprehension. However, most of them reported that in practice, they prioritize top-down activities over explicit bottom-up listening instruction. Many teachers indicated that time constraints, curricular demands, and lack of training or materials discourage intensive focus on bottom-up skills. These results align with prior research showing that listening instruction tends to focus on comprehension questions and overall understanding. The implication is that a more balanced approach to teaching listening is required to better facilitate comprehensive listening development.
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... Field, 2008). Uzlazna obrada podrazumijeva linearnu analizu akustičkih signala, gdje slušatelj postepeno dekodira foneme, riječi i sintaktičke strukture kako bi izgradio značenje (Vandergrift & Goh, 2012). Ovaj je proces ključan za učenike u ranoj školskoj dobi koji tek razvijaju fonološku svijest i sposobnost prepoznavanja osnovnih jezičnih jedinica. ...
... Djeca u ranoj školskoj dobi mogu razviti metakognitivne strategije praćenja i provjere razumijevanja (Vandergrift, 2004), posebice ako ih učitelj usmjerava kroz aktivnosti kao što su samovrednovanje ili kratka provjera s ciljem poboljšanja točnosti percepcije. Nadalje, metakognitivni pristup naglašava svjesno upravljanje vlastitim procesima učenja -planiranje, praćenje i vrednovanje vlastitoga razumijevanja (Vandergrift i Goh, 2012). Kod djece u ranoj školskoj dobi metakognitivne su strategije tek u začecima razvoja; međutim, s pomoću primjerenih i jasno vođenih aktivnosti može se poticati dječja svjesnost o tome kako slušaju, što im pomaže u boljem razumijevanju (Goh i Taib, 2006). ...
Knjiga pruža sveobuhvatan pregled suvremenih znanstvenih spoznaja o vrednovanju jezične kompetencije učenika rane školske dobi (od šest do jedanaest godina). Polazeći od razvojnih obilježja djece srednjega djetinjstva, sustavno se analiziraju temeljna načela poučavanja stranoga jezika u ranoj školskoj dobi te različite vrste vrednovanja s posebnim naglaskom na razvojno primjeren pristup. Središnji dio knjige posvećen je vrednovanju četiriju temeljnih jezičnih vještina – slušanja, govorenja, čitanja i pisanja – pri čemu se svako poglavlje temelji na relevantnome teorijskom okviru te nudi konkretne tehnike i primjere zadataka prilagođene mlađim učenicima. Posebna se pažnja posvećuje emocionalnoj sigurnosti učenika, važnosti formativnoga vrednovanja, uporabi digitalnih alata i poticanju samovrednovanja i vršnjačkoga vrednovanja. Knjiga također obrađuje teme povratne informacije i ispravljanja pogrešaka. Namijenjena znanstvenicima i nastavnicima visokih učilišta koji obrazuju buduće učitelje koji će predavati strani jezik od prvoga do četvrtoga razreda osnovne škole, studentima koji se obrazuju za učitelje i konačno samim učiteljima, knjiga služi kao teorijska podloga za oblikovanje pravednoga, poticajnoga i učinkovitoga sustava vrednovanja u nastavi stranoga jezika u nižim razredima osnovne škole.
... This difficulty could be partially explained by the complex nature of the inferential process, which necessitates students to identify word clusters, connect facts and concepts, and integrate contextual cues with prior knowledge (Cain & Oakhill, 1999;Garnham, 2010). Moreover, L2 teachers often lack a clear understanding of the significance of effective listening pedagogies in fostering students' inferential abilities (Grabe, 2009;Thu et al., 2023;Vandergrift & Goh, 2012). ...
Plain language summary
Promoting learners’ inferential ability in L2 listening through one-to-one interlocutory mediation
“Promoting L2 Listeners’ Inferential Ability through Dynamic Assessment” is a research paper that focuses on enhancing second language (L2) listeners’ inferential ability using dynamic assessment techniques. Dynamic assessment is an interactive process that evaluates learners’ capabilities not only based on what they currently know but also on their capacity for growth when provided with appropriate assistance. Unlike traditional assessments that focus solely on measuring learners’ matured ability, dynamic assessment also puts emphasis on their emerging abilities. In this study, we employed the one-to-one interactionist DA between the learner and the mediator in three sessions as an enrichment program to diagnose and promote Chinese university EFL learners’ five types of inferential abilities in listening comprehension. The results show that DA had a beneficial impact on the micro-genesis of the students’ listening inferential ability. Micro-genesis refers to development of linguistic capacity within a short period. We also find that the quality of mediational moves needed was similar across the five types of inference in general, with a slight difference in frequency. In addition, after the DA-based enrichment program, the five types of inference showed discrepancy in micro-genesis. Our findings contribute to both the listening inferential literature and the application of dynamic assessment.
... Metacognitive strategies further enrich listening comprehension by encouraging students to self-regulate and reflect on their listening processes. Vandergrift and Goh highlight the importance of these strategies in enhancing comprehension skills [4]. Through metacognition, students become more aware of their cognitive functions during listening, allowing them to assess their understanding, adjust their strategies when faced with difficulties, and improve their ability to handle complex verbal information. ...
Listening comprehension is an essential skill for law students, given the heavy reliance on oral arguments, discussions, and negotiationsin legal practice. This article explores key principles for teaching law students to enhance their listening comprehension skillseffectively. By reviewing theoretical frameworks, practical methods, and applications, this article aims to offer educators strategies todevelop this vital skill set.
... However, the integration of self-reflection skills in interactive task-based listening teaching did not produce the expected maximum effect on listening. Moreover, this study reinforces the viewpoint of Vandergrift and Goh (2012) that both unidirectional and bidirectional listening tasks are useful in second language listening classrooms. ...
One of the most significant language skills in learning a foreign language is listening. So far, however, there has been few studies about techniques to improve listening performance among learners of English as a foreign language (EFL). The aim of this study is to conduct a systematic literature review on the improvement of listening performance among EFL undergraduate learners. The review process included five key methodological steps, which are review protocol, formulation of research question, systematic searching strategies, quality appraisal, and data extraction and analysis. The systematic searching strategies consist of identification, screening, and eligibility on five databases: Scopus, Science Direct, SpringerLink, Emerald and Sage. Three main themes were discovered based on the thematic analysis which are 1) factors influencing listening, 2) computer-assisted technology, and 3) instruction approaches. These three themes are divided into 13 sub-themes. Theme one has six subthemes: 1) phonological kownledge, 2) prosodic knowledge, 3) phraseological and syntactic knowledge, 4) aural decoding, 5) metacognitive knowledge, and 6) noise in the conversation environment; theme two has three subthemes: 1) multimedia source, 2) interactive listening software, and 3) learning management systems platform; and theme three has four subthemes: 1) discrete-items instruction approaches, 2) task-based instruction approaches, 3) strategy-based instruction approaches, and 4) integrated instruction approaches. The theoretical implications of this study inform educators and researchers about the challenges that influence EFL learners' listening and the usefulness of computer-assisted technology and different instruction approaches in improving EFL learners' listening. Future empirical research is needed to validate the discussed technological applications and instructional approaches to improve listening performance, investigate metacognitive instruction approaches where controversial results have persisted, and explore integrated instruction approaches that could enhance EFL learners' ability to understand and use the target language.
... The second situational factor is the type of communicative task. For example, listening tasks are generally more stressful than reading tasks because of the need for online processing (Goh and Vandergrift 2021). Translation is often more constraining than writing due to the demand for formal and functional equivalence between the source and target texts (Alves and Jakobsen 2021). ...
... Menyimak merupakan salah satu keterampilan komunikasi yang penting dalam pembelajaran bahasa yang melibatkan proses aktif mendengarkan dan memahami pesan yang disampaikan secara lisan. Menurut Goh & Vandergrift (2021), menyimak adalah proses konstruktif yang melibatkan pengolahan kognitif dan afektif sehingga siswa tidak hanya menerima pesan secara pasif, tetapi juga harus mampu menafsirkan dan merefleksikan makna tersebut. ...
This study explores how a digital-based listen–response method—combining vibrant video stimuli with instant, game-like feedback on the Quizizz platform—can transform listening comprehension from a passive task into an energizing adventure. Involving 39 junior high students, the research gathered performance data from structured listening quizzes and direct teacher observations. With an impressive average score of 87.17—most students achieving “Good” to “Excellent” levels—and vivid improvements in focus and enthusiasm, the findings reveal that turning listening exercises into interactive challenges boosts both comprehension and motivation. Yet, to master higher-order inferential skills, follow-up discussions and reflection activities are essential. By harnessing this method, educators can reimagine listening lessons as interactive journeys that captivate learners and deepen their language skills.
... Phonological processing is the ability to convert speech sounds into recognized linguistic units and meanings. Having accurate L2 perception is a prerequisite for effective phonological processing (Field, 2003;Vandergrift & Goh, 2012). While accurate phoneme discrimination is often believed to support lexical access and overall comprehension, this relationship remains debated. ...
espite being fundamental for speech processing, L2 perceptual training often lacks attention in L2 classrooms, especially among English as Foreign Language (EFL) learners navigating complex English phonology. The current study investigates the impact of the blended phonetic training program incorporating HVPT features on enhancing L2 perception and listening comprehension skills in Korean elementary EFL learners. Fifty-seven learners, aged 11 to 12 years, participated in a four-week intervention program. They were trained on 13 challenging consonant phonemes for Korean learners, using multimedia tools for practice. Pre- and posttests assessed L2 perception and listening comprehension. They are grouped into three proficiency levels based on listening comprehension tests. The results showed significant improvements in L2 perception (p = 0.01) with small and in listening comprehension (p < 0.001) with small-to-medium effects. The lower proficiency students demonstrated the largest gains. The correlation between L2 perception and listening comprehension was observed both in pre- (r = 0.427 **) and posttests (r = 0.479 ***). Findings underscore the importance of integrating explicit phonetic instruction with HVPT to enhance L2 listening skills among EFL learners.
... Metacognition supports the development of learner autonomy, a critical factor for multilingual students who may feel overwhelmed by new academic and linguistic demands. According to Vandergrift and Goh (2012), multilingual learners who employ metacognitive strategies are better equipped to identify their learning strengths and weaknesses, leading to more effective study habits and increased confidence. ...
Dr. Brandy Shooks presents a comprehensive exploration of how trauma-informed practices, when integrated with Multi-Tiered Systems of Support (MTSS), can effectively address the unique challenges faced by multilingual learners (MLs). These students often navigate intersecting barriers, including trauma, language acquisition, cultural adjustment, and systemic inequities, making a multifaceted approach essential for fostering resilience and academic success. This chapter delves into the critical need for trauma-informed educational settings that prioritize safety, trust, and collaboration while providing MLs with the tools to thrive academically and emotionally.
... From a pedagogical perspective, integrating LSTP into English language curricula can offer substantial benefits by equipping students with essential listening skills. Research has demonstrated that strategy-based instruction not only improves listening comprehension but also empowers learners to become more autonomous in their learning by equipping them with tools to actively monitor and regulate their progress (Chamot, 2005;Vandergrift & Goh, 2012). The LSTP aligns with these principles, as it develops cognitive and metacognitive strategies, thereby fostering awareness and control over listening comprehension processes (O'Malley & Chamot, 1990). ...
This study aimed to develop and evaluate a cognitive and metacognitive listening strategy training program (LSTP) and examine its effects on the listening strategies of advanced English learners in Türkiye. The main research question explored whether the LSTP could enhance learners' use of cognitive and metacognitive listening strategies. After a promising pilot study, the primary study involved 10 participants, using grounded theory methodology. Data were collected through pre- and post-tests, student interviews, video recordings of instructional sessions, and weekly student diaries. Findings revealed that students significantly improved their understanding and application of cognitive and metacognitive strategies, with the LSTP fostering greater strategy use to strengthen listening skills. The program also heightened participants' awareness of declarative, procedural, and conditional knowledge. This study has practical implications for English language educators and curriculum designers, suggesting that structured strategy training can support learners in developing effective listening skills, promoting autonomy, and enhancing language proficiency. While particularly useful for advanced learners, the approach may also benefit intermediate students facing complex listening tasks. Overall, these findings support a more comprehensive language learning environment, equipping students with strategies transferable across varied contexts.
... Comprehending rapid academic discourse, such as in lectures, poses hurdles including note-taking while simultaneously processing complex content delivered at native speeds (Peverly et al., 2007). Challenges encompass distinguishing words amid divergent accents, unfamiliar vocabulary, and retaining conceptual information from discussion-based formats (Goh & Vandergrift, 2021;Flowerdew & Miller, 2005). Unfamiliar accents impede lexical segmentation and word recognition (Richter, 2022;Toleuzhan et al., 2023). ...
Effective communication skills are important for vocational trainees' academic and career success. However, limited research has examined language learning difficulties specific to Ethiopian technical contexts. This study explored self-perceived English language difficulties among trainees in building construction, road construction, water construction, surveying, architectural design, wood science technology programs at the Federal Technical and Vocational Training Institute. It aimed to identify difficult language skills and determine relationships between perceived difficulties and demographic factors. A sample of 138 trainees from Civil Technology Faculty of a TVT Institute was selected through stratified random sampling. Data were collected using a questionnaire measuring perceived difficulty of reading, writing, listening and speaking skills. Semi-structured interviews were conducted with 10 purposively selected trainees. Descriptive statistics, thematic analysis and constant comparison were employed for quantitative and qualitative analyses. Quantitative findings showed academic writing skills perceived as most difficult, particularly understanding conventions. Academic listening skills like note-taking and summarizing also posed challenges. Interviews revealed unfamiliarity with genres and lack of background knowledge exacerbated difficulties. Perceptions differed by trainees' program, gender and English proficiency. Thematic analysis identified factors like anxiety, experience, and self-efficacy as influencing perceptions. The study provided a comprehensive understanding of TVT Institute trainees' academic language needs in Ethiopia. Targeted support is recommended to scaffold challenging skills based on identified individual differences and modifiable difficulties. Mainstreaming language development across the curriculum optimizes trainees' preparedness for technical careers and lifelong learning. This mixed methods exploration of language difficulty perceptions contributes to knowledge on dimensions shaping TVT Institute students' experiences. Findings inform tailored instruction and program improvements to better equip diverse learners for workplace competencies.
... Developing metacognitive awareness helps students manage listening challenges, reduce anxiety, and improve comprehension by fostering self-regulated learning strategies (Vandergrift & Goh, 2020). ...
This study investigates the use of Problem-Based Learning (PBL) with YouTube media to enhance listening skills and motivation among junior high school students. Conducted at SMP Negeri 3 Gresik, the research employs a mixed-methods approach, combining quantitative and qualitative data. The pre-experimental design assessed students' listening skills before and after a four-week intervention, while questionnaires captured their motivation levels. The findings reveal a significant improvement in students' listening comprehension, as evidenced by an increase in mean test scores from 48.00 in the pre-test to 79.33 in the post-test, with a p-value of 0.000 indicating statistical significance. Additionally, motivation levels improved, with students expressing heightened engagement and interest in the learning process. The integration of authentic and dynamic YouTube content within the PBL framework fostered a more interactive and engaging learning environment, addressing common challenges such as limited motivation and anxiety. The study concludes that the combination of PBL and YouTube media is an effective instructional strategy for enhancing listening skills and motivation in English as a Foreign Language (EFL) contexts. It offers practical insights for educators seeking innovative approaches to language instruction and underscores the importance of integrating technology into active learning methodologies.
... Thir (2023) also finds that advanced and upper-intermediate L2 listeners benefit more from various combinations of syntactic, semantic, and schematic information in word recognition compared to their intermediate-level peers, although listeners at all proficiency levels can utilize these combinations. Additionally, research by Vandergrift and Goh (2012) emphasizes that proficient listeners employ more effective strategies for processing spoken language, enabling them to grasp meaning more rapidly and accurately. ...
Purpose
This study aimed to examine the effects of sentence context, accent strength, and second language (L2) listening proficiency on word recognition accuracy and transcription time among Chinese learners of English for Pakistani-accented English.
Method
Speech stimuli included 48 isolated words and 48 highly constraining sentences, each ending with one of the same words. Half of the words and sentences were articulated with a moderate Pakistani accent, while the other half featured a strong accent. Seventy-two participants were assigned to two groups according to their L2 listening proficiency: high and low levels. They completed a word transcription task, first with isolated words and then with sentences, with a 3-day interval between the two tasks.
Results
Sentence context significantly influenced word recognition accuracy and transcription time. Participants benefited from sentence context when processing moderately and strongly accented words, although they required more transcription time in the sentence-context condition than in the word-in-isolation condition. The moderate accent yielded significantly higher accuracy and shorter transcription time than the strong accent. L2 listening proficiency significantly influenced word recognition, with high-proficiency participants achieving higher accuracy. However, proficiency did not significantly affect transcription time, although high-proficiency participants performed slightly better than low-proficiency counterparts. Significant two-way interactions among the variables underscored the interplay of factors affecting accented word recognition.
Conclusion
Language instructors should integrate diverse contextual cues and consider accent strength in listening materials to improve learners' comprehension skills.
... We examine how the teacher can demonstrate the development of listening skills and strategies via pre-listening questions and predictions, front-loading and/or scanning of key vocabulary, and the schema activation of content via visuals, anecdotal references, discussion, or semantic mapping. These focal points are set against the backdrop of the principles of second language acquisition and cognitive psychology as events that scaffold learners' comprehension by activating their prior knowledge and arming them with strategies that they can apply independently in follow-up listening activities (Goh & Vandergrift, 2021). It is through this framework for a listening sequence that students in the didactics course were asked to evaluate ChatGPT output pre-listening to compare it with their own didactic knowledge and understanding. ...
The integration of AI, particularly ChatGPT, into language teacher education is rapidly evolving, presenting both opportunities and challenges. This article examines how ChatGPT can be utilized as a tool in English as a Foreign Language (EFL) teacher training to enhance and formatively evaluate teacher learning. Through an exploratory in-class practice, the study investigates how ChatGPT supports the development of theoretical and practical didactic knowledge and critical self-reflection skills. The article details procedures for using ChatGPT, evaluates its alignment with didactic principles, and discusses the benefits and limitations of AI in professional development. It concludes that while ChatGPT offers valuable personalized self-evaluation opportunities and real-time feedback, its integration requires careful management to balance AI support with essential human input.
... Listening comprehension shares many similarities with reading comprehension in that both are receptive in nature and require linguistic and world knowledge (Bae and Bachman 1998;Kintsch 1998). However, listening comprehension is often regarded as more cognitively challenging than reading comprehension because readers can take time to analyze the input while listeners must process information in real time (Bril et al. 2022;Goh and Vandergrift 2012). Real-time online tasks, such as listening comprehension, have been argued to tap into more implicit language knowledge, whereas offline, untimed tasks target explicit knowledge (e.g., Ellis 2005;Ionin et al. 2021;Jiang 2007). ...
It is widely acknowledged that L2 learners whose native language lacks case markers often encounter difficulties when trying to acquire the usage of case markers in a second language. This article investigates whether L2 Japanese learners whose native language lacks case markers are able to use case marking information to comprehend Japanese OSV sentences in real time. A picture-sentence matching truth value judgment experiment was created in both listening and reading versions. A proficiency test was also developed to measure the Japanese proficiency of L2 learners. A group of L1 Chinese L2 Japanese learners and a control group of L1 Japanese speakers were recruited for this study. The findings suggest that L1 Chinese L2 Japanese learners can utilize case markers to interpret Japanese OSV sentences online, with their accuracy strongly predicted by their Japanese proficiency.
... Listening requires focused attention, allowing the listener to hear and make sense of what they VOA videos are particularly beneficial because they present real-life contexts, diverse accents, and cultural insights that help learners bridge the gap between classroom learning and practical communication. This aligns with global language acquisition theories, which emphasize the importance of exposure to authentic language use in different contexts (Krashen, 1982;Vandergrift & Goh, 2012). Furthermore, studies have shown that integrating multimedia resources, such as VOA videos, into language learning enhances comprehension and engagement among students from diverse linguistic backgrounds (Rost, 2016;Graham, 2017). ...
This study examines the relationship between the use of Voice of America (VOA) videos and students' listening comprehension in English language courses through a mixed-methods explanatory sequential design, addressing the ongoing debate on the effectiveness of authentic media in language learning. Given the increasing reliance on digital content for language acquisition, this study explores whether VOA videos offer measurable advantages over traditional listening materials in debating issues: why is it significant? The research includes quantitative data collection involving listening comprehension tests and surveys with Likert-scale questionnaires, followed by qualitative data gathered through structured interviews. Quantitative analysis using SPSS and Pearson correlation indicates a weak positive relationship between VOA video use and listening performance (r = 0.108, p = 0.651), which is statistically insignificant. Qualitative insights suggest that VOA videos provide exposure to authentic pronunciation, intonation, and accents, and may contribute to increased motivation for learning. Thematic analysis identifies challenges, such as the speed of speech and the presence of technical terminology. In general, the students' listening comprehension scores showed improvement, with a median score of 80/100. The findings suggest that integrating authentic video materials like VOA into language instruction may have pedagogical value while also highlighting limitations for broader applicability.
... L2 listening comprehension is a complex process involving the deliberate extraction of meaning from auditory input (Goh, 2008;Vandergrift and Goh, 2012). It requires listeners to decode, interpret, and connect language input with prior knowledge, going beyond passive reception to active cognitive engagement (Vandergrift and Baker, 2015). ...
This randomized controlled trial explored the effects of employing AI-driven methodologies on enhancing listening comprehension, flow experience, and alleviation of listening anxiety among English as a foreign language (EFL) learners. A cohort of 84 Chinese university students, primarily associated with English language programs, participated and were randomly assigned to either an experimental group utilizing AI-driven speech recognition technology or a control group receiving similar instruction without AI integration. Pre- and post-intervention assessments evaluated participants’ listening comprehension abilities, flow state, and listening anxiety. To assess the sustainability of the intervention effects, a follow-up assessment was conducted 3 weeks after the post-intervention assessment. The linear mixed model analyses demonstrated sustained benefits associated with the AI-driven approach. The experimental group exhibited notable improvements in listening skill scores, significant enhancements in the sense of flow, and decreased levels of listening anxiety across all three assessment points. In contrast, the control group showed comparatively moderate advancements in listening skills, relatively stable flow experience, and marginal changes in listening anxiety over the same duration. These outcomes highlight the efficacy of AI-driven technology in optimizing language learning outcomes for EFL students, emphasizing its potential to enhance listening comprehension, cultivate a more immersive learning experience, and alleviate listening-related apprehensions among learners.
... Research has shown that integrating digital tools like Elllo into language learning curriculums can significantly improve students' listening abilities (Chapelle, 2010). By engaging with authentic audio content regularly, students can acclimate to the nuances of natural speech, improving their ability to understand and process spoken English in various real-world contexts (Vandergrift & Goh, 2012). Furthermore, the flexibility of podcasts allows students to practice listening at their own pace and convenience, fostering a more personalized and effective learning experience (Gilakjani & Sabouri, 2016). ...
The purpose of this study was to determine use of the Elllo English learning Podcast Application can improve listening skills of seventh grade students at MTS Darul Ilmi Pangkalan Brandan. In this study, researchers used a quantitative experimental research method with type of true experimental by using two classes, namely class VII-1 as Experiment class and class VII-2 as Control class. In this study, researchers used a total sampling technique that used all class students of VII-1 and VII-2 classes totalling 45 students. In conducting research, researchers conducted pre-test and post-test in both classes. In conducting research, researchers conducted pre-test and post-test in both classes. The results of the average value of research obtained during pre-test of experimental class were 52.39 and control class was 51.81, both of which were included in poor category. After treatment, average post-test score obtained by experimental class was 72.82 which was included in good category and control class was 65.68 which was included in low category.
... Assuming that we accurately measure learner perception using valid and reliable instruments, understanding learner perception is crucial for effective language learning and teaching (C. C. M. Goh & Vandergrift, 2022) and ultimately helps learners succeed in their learning endeavors. If learners' perceptions do not align with their actual abilities, this potential mismatch can lead to either overconfidence or undue pessimism, both of which can hinder their learning progress (Dunning et al., 2004). ...
This study explores the relationship between perceived and actual phonemic perception abilities among Arabic-speaking English as a Foreign Language (EFL) learners. It investigates whether learners’ perceptions align with their actual performance and whether they tend to underestimate or overestimate their phonemic abilities. Fifty-eight participants, native speakers of Qassimi Arabic, rated the perceived difficulty of English vowels and completed a vowel perception task. Results reveal a significant discrepancy between perceived and actual abilities, with most participants underestimating their phonemic perception skills. A weak positive correlation between perception and performance suggests that learners’ self-assessments may not reliably reflect their actual abilities. Findings provide further empirical evidence of the Dunning-Kruger effect (Dunning, 2011) and extend such evidence to include Arab EFL learners’ perceived phonemic abilities. Theoretical, epistemological, and pedagogical implications of the study are discussed, including a call for less reliance on learners’ self-perceptions in L2 research and instruction in favor of objective performance measures.
... As Hargie (2011) notes, effective communication in educational settings promotes both cognitive and emotional development, enabling students to better process and interact with the learning material. In listening tasks, students must decode auditory input, interpret its meaning, and apply it in real-world contexts, which requires active mental involvement (Tran et al., 2024;Goh & Vandergrift, 2021). Listening is not a passive skill, as Field (2009) explains, but involves actively processing and interpreting information in real-time, making it a complex cognitive activity. ...
This study examines how lecturers use illocutionary acts in listening classes at the Islamic University of Kadiri, analyzing them through Searle’s framework. A qualitative approach was used to identify the most frequent illocutionary acts, their roles in classroom interactions, and the impact of cultural and institutional contexts. Data were collected via classroom observations, audio-video recordings, and semi-structured interviews with lecturers from two classes (Class A and Class B). The findings indicate that directives were the most common illocutionary acts, accounting for 69.45% of utterances in Class A and 53.57% in Class B, followed by assertives (15.85% in Class A and 30.56% in Class B) and expressives (13.25% in Class A and 15.08% in Class B), which fostered a positive learning atmosphere. Commissives were rare, appearing only in Class A (1.44%), while declaratives were minimal, present only in Class B (0.79%). This research highlights the lecturers' strategies in guiding students and creating a supportive learning environment. It emphasizes the need for tailored communication strategies to improve student engagement and comprehension in listening classes. Future research could explore similar analyses in diverse educational settings to broaden these insights, especially in the context of Islamic universities in Indonesia.
English has today taken its shiny throne as a lingua franca of technology, effectively uniting tech professionals across the globe. This paper is a flotation on the expectations that English language proficiency places in the lineup of effective communication in multinational teams, timely access to current technological information and career enhancement opportunities for non-native speakers. Based on a literature-based approach, the study investigates historical sources of influence in the globalization of languages and the foundational nature of English to internet technology and programming. The results show that English proficiency is paramount in grasping the newest trends and being able to collaborate beyond boundaries in the more competitive job scenario engendered by remote and outsourcing frameworks. Further, some pragmatic methodologies, such as media-based exposure, language applications and reciprocating communication, are suggested to be applied to improve English capability among technology professionals. On a concluding note, proficiency in English complements technical skills needed for employment and a thriving career in the international technology arena.
The article discusses the macroeconomic stabilization policy implemented in Georgia in the late 1990s, privatization methods, problems, the 1998 financial crisis and its impact. The economic situation in the mid-1990s and the situation at the end of the 1990s are compared, and a forecast for the future is made
Listening is a crucial yet often overlooked skill in English as a Second Language (ESL) education. While reading, writing, and
speaking receive primary focus in most curricula, listening is frequently reduced to repetitive, uninspiring exercises involving
scripted audio recordings. This article challenges that status quo by introducing ten innovative, interactive listening activities
designed specifically for intermediate ESL learners. The activities combine movement, competition, music, media, and peer
interaction to stimulate learner engagement and reinforce listening comprehension. Additionally, the article is grounded in schema
theory, emphasizing the role of cognitive structures in enhancing language acquisition and processing.
Strategies for Developing Listening and Reading Skills in Romanian as a Second Language for Primary School. The present study aims to provide an insight into how, with the help of specific strategies, reading and listening skills in Romanian as a non-native language can be improved for primary school pupils belonging to Romanian minorities. The use of strategies for comprehending written/oral texts and acquiring or improving the skills necessary to handle such a communication context represents a directly proportional relationship, starting from the early levels of education. As pupils’ strategic awareness increases, their ability to listen/read in the target language improves. Applying and practising these strategies on a voluntary basis can also help teachers to design strategy-based lessons, thereby encouraging learner autonomy and increasing the likelihood of success. This paper first defines listening/reading strategies, discusses different types of strategies, and clarifies why they are important and what role they play in L2 listening/reading. Secondly, it presents relevant research studies on L2 listening that support the above and identifies areas that require further research. Thirdly, it presents ideas on how listening strategies can be implemented in the classroom. Strategii de dezvoltare a competențelor de ascultare și citire în limba română ca a doua limbă pentru elevii din ciclul primar. Studiul de față își propune să ofere o perspectivă asupra modului în care, cu ajutorul unor strategii specifice, le pot fi îmbunătățite abilitățile de citire și ascultare în româna ca limbă nematernă elevilor de ciclu primar aparținând minorităților din România. Utilizarea strategiilor de receptare a textului scris/oral și dobândirea sau îmbunătățirea abilităților necesare pentru a face față unui astfel de context de comunicare reprezintă un raport direct proporțional, încă de la ciclul primar. Cu cât crește gradul de conștientizare strategică a elevilor, cu atât se perfecționează abilitatea de a asculta/de a citi în limba-țintă. Aplicarea și exersarea acestor strategii în mod voluntar îi poate ajuta și pe profesori să conceapă lecții bazate pe strategie, încurajând, astfel, autonomia elevilor și sporind șansa de reușită. Lucrarea de față definește, mai întâi, strategiile de ascultare/citire, discută diferite tipuri de strategii și clarifică de ce sunt importante și ce rol joacă în ascultarea/citirea în L2. În al doilea rând, prezintă studii relevante de cercetare privind ascultarea L2 care susțin cele de mai sus și identifică domeniile care necesită cercetări suplimentare. În al treilea rând, prezintă idei cu privire la modul în care strategiile de ascultare pot fi implementate în sala de clasă. Cuvinte-cheie: ascultare, citire, strategii, achiziție, înțelegere, metacognitiv, ciclul primar Article history: Received 7 February 2025; Revised 25 March 2025; Accepted 10 April 2025; Available online 10 June 2025; Available print 30 June 2025.
The present study investigated the effectiveness of one form of relatively under-researched advance organizer (AO)-guided concept mapping for English as a foreign language (EFL) learners’ listening comprehension development. The possible mediating role of learners’ initial listening proficiency levels was also explored. A total of 163 Chinese college EFL learners with varying listening proficiency levels were assigned to either an experimental group or a control group. Learners in the experimental group received guidance in drawing a concept map based on the listening passage they just heard and learners in the control group answered some comprehension questions with assistance of strategy training after listening to the passage. A one-way analysis of variance (ANOVA) was employed to analyze the influence of guided concept mapping on listening comprehension development. A two-way ANOVA was applied in investigating if the effectiveness of guided concept mapping was modulated by different listening proficiency levels. The results indicated that guided concept mapping led to moderate gains in listening comprehension development. In addition, skilled listeners achieved significantly greater improvements while their less-skilled counterparts did not benefit from the treatment. Possible reasons behind the results and implications of the study were also discussed.
Despite advances in SLA research, the gap between theory and classroom practice persists (Marsden & Kasprowicz, 2017; Sato & Loewen, 2022). While teachers express a willingness to engage with research-informed practices (Sato & Loewen, 2019), numerous barriers impede their implementation. In response, recent literature advocates for methodologies that actively involve teachers (Hammond et al., 2017), such as Design-Based Research (The DBR Collective, 2003). Unlike more linear paradigms, DBR addresses real-world educational challenges through iterative cycles and promotes collaboration and ecological validity (Anderson & Shattuck, 2012; Wang & Hannafin, 2005). This presentation is anchored in a two-year DBR project conducted in French-speaking Belgium, with a focus on Metacognitive Strategy Instruction (MSI) to improve lower-secondary students’ L2 listening skills. Although the effectiveness of MSI in supporting L2 listening is well-documented (Goh & Vandergrift, 2022; Graham & Macaro, 2008; Vandergrift & Tafaghodtari, 2010), its integration into classroom practices remains challenging due to conceptual and practical constraints (Spruce & Bol, 2015; Wilson & Bai, 2010). Drawing on SLA research on DBR and metacognition, we problematize the adoption of MSI and investigate how DBR can mitigate these barriers. Through thematic analysis of four focus group interviews involving 16 L2 teachers, we examine said teachers’ perceptions of DBR.
For International English Language Testing System (IELTS) candidates, achieving aural proficiency remains a significant hurdle, affecting overall test performance. This article identifies the primary challenges faced by test-takers, including unfamiliarity with diverse accents and dialects, difficulty following rapid speech, and limited exposure to academic and conversational vocabulary. A comprehensive analysis of these obstacles informs the design of a structured "Listening Practice Plan" to enhance listening skills and boost confidence. The proposed plan integrates five key components: accent familiarization, speed and comprehension building, phonetic awareness training, vocabulary enhancement, and regular practice with authentic materials. By addressing the specific needs of IELTS candidates, this tailored approach facilitates improved listening comprehension, enabling test-takers to better navigate the complexities of the exam. This article provides educators and test-takers with a valuable framework for effective listening practice, highlighting the importance of customized instruction, technology integration, and ongoing assessment. By adopting this evidence-based plan, IELTS candidates can overcome the barriers to aural proficiency, achieve higher band scores, and unlock greater opportunities for academic and professional success. Ultimately, this research contributes to the development of more effective listening instruction and improved outcomes for language learners worldwide. The findings highlight the importance of listening skills in language acquisition and provides insights into the application of listening practice plans in real-world teaching contexts. The proposed plan is adaptable to various learning environments, including classroom instruction and self-directed study. Ultimately, this research contributes to the development of more effective listening instruction and improved outcomes for language learners worldwide
Vocabulary acquisition is essential for B1-level learners to enhance their communication skills. One effective method of vocabulary instruction is through listening activities, which provide authentic language exposure and contextual learning. This paper explores strategies for teaching vocabulary through listening, including pre-listening, while-listening, and post-listening activities. It also discusses the selection of appropriate listening materials, such as podcasts, videos, and dialogues, to enhance learners' engagement and comprehension. Additionally, the study addresses common challenges, such as speech speed and vocabulary overload, and suggests practical solutions. By integrating listening-based vocabulary teaching, educators can facilitate effective learning, improve retention, and support learners in achieving greater language proficiency.
Listening comprehension is viewed as a critical skill in language acquisition that significantly influences academic and communicative success. This study investigated the complex relationships between listening anxiety, attitude towards listening, and teachers' listening strategies and listening comprehension among 9th-grade students in a public high school in Pangantucan, Bukidnon, Philippines. This study employed a descriptive-correlational research design. It utilized adapted instruments including the Foreign Language Listening Anxiety Scale, Listening Attitude Scale, Teachers' Listening Strategy Questionnaire, and the TOEFL Junior Standard Test. A total of 301 participants were surveyed using random sampling techniques. The data were analyzed using descriptive and inferential statistical methods. Most students demonstrated low-intermediate listening comprehension skills, indicating substantial room for improvement. The findings revealed moderate levels of listening anxiety, with worry and anticipatory fear showing the highest intensity. Students demonstrated a high positive attitude towards listening, particularly recognizing its necessity and individual learning differences. Teachers' listening strategies were evaluated as generally highly effective across metacognitive, cognitive, and social/affective dimensions. The study found that emotionality was the dimension of listening anxiety with a statistically significant negative correlation with listening comprehension. Grounded in Krashen's Affective Filter Hypothesis and Piaget's Schema Theory, the research underscores the critical role of emotionality as a component of listening anxiety in listening comprehension skills. The findings highlight the need for educational approaches that address psychological barriers, create supportive learning environments, and provide differentiated instruction to enhance students' listening comprehension skills. Future research may continue exploring innovative strategies to mitigate listening anxiety and develop comprehensive, learner-centered approaches to listening skill development.
Listening perhaps marks the first step for those who embark on learning a
new language. It is a main source of necessary input for language learners
and as such plays a critical role in language learning. This skill, however,
is not easy to acquire and often poses a challenge to second-language
learners and teachers. The chapter opens with a review of the nature of the
spoken discourse in an attempt to raise awareness as to how the
characteristics of the spoken language might affect and interfere with
listening comprehension. Two different perspectives on listening,
namely, listening as comprehension and listening as acquisition
(Richards, 2008) will be discussed, and some activities that cater to each
perspective will be introduced. Thereafter, types of listening are
introduced, and their implications for selecting and designing
instructional materials and classroom activities will be discussed. A
review of the factors that need to be considered when assessing L2
listening ability and a discussion of the approaches to and techniques of
measuring the ability conclude the chapter.
The TuneIn Radio app provides English language learners with an immersive experience by exposing them to authentic language and cultural realities through live radio broadcasts. Unlike traditional language-learning platforms, TuneIn offers real-time access to news, talk shows, music, and podcasts from various English-speaking regions. This exposure enhances learners’ listening comprehension, vocabulary acquisition, and cultural awareness. Authentic audio content enables learners to grasp regional accents, idiomatic expressions, and contextual nuances, which are often absent in conventional learning materials. Moreover, engaging with diverse radio programs fosters critical thinking and cross-cultural communication skills. This study explores the pedagogical advantages of using TuneIn Radio as a supplementary tool in English language learning, emphasizing its role in enhancing linguistic proficiency and intercultural competence. By analyzing learner engagement and performance, this research highlights the app’s effectiveness in creating an interactive and contextualized language-learning environment. The findings suggest that integrating live radio streaming into language curricula can significantly benefit learners in acquiring real-world language skills.
The current study aimed to find out the effectiveness of using the modified mutual teaching strategy in developing basic English language skills among third grade students. It followed the experimental designed and the sample consisted of (60) (sixty) students third-year students in the College of Education at the University of Samarra studying English as a foreign language. The test has been administrated as a tool. The collected data has been analyzed using the statistical packages program in the social sciences SPSS and the study reached the following results: There is effectiveness in using the modified mutual teaching strategy in developing listening language skill among the experimental group students. There is an effectiveness in using the modified mutual teaching strategy in developing speaking language skill among the experimental group students. There is effectiveness in using the modified mutual teaching strategy in developing reading language skill among the experimental group students; there is effectiveness in using the modified mutual teaching strategy in developing writing language skill among the experimental group students. Based on findings and conclusions of this study, the researcher recommended Instructors in colleges and teachers in schools to teach students to analyze facts, create comparisons, speculate on arguments, and brainstorm ideas on various topics and Ministry of Higher Education and Scientific Research, the Ministry of Education, and curriculum designers should take into consideration the effectiveness of updated techniques and skills in improving prescribed textbooks.
Kemahiran mendengar merupakan teras utama dalam pemerolehan bahasa, namun sering terpinggir dalam pembelajaran Bahasa Melayu sebagai bahasa ketiga di Singapura. Persekitaran sosio-linguistik yang dominan dengan bahasa Inggeris menyukarkan pelajar bukan penutur natif menguasai kemahiran ini. Kajian ini bertujuan meneroka penggunaan strategi pembelajaran bahasa (SPB) bagi kemahiran mendengar dalam kalangan pelajar BMPK di Singapura. Kajian tinjauan kuantitatif ini melibatkan 40 pelajar Menengah Dua daripada dua sekolah menengah. Data dikumpulkan melalui soal selidik yang diadaptasi daripada Model SPB Oxford (1990) dan Inventori SPB Zamri (2015). Analisis menggunakan SPSS versi 26.0 menunjukkan purata penggunaan strategi berada pada tahap sederhana hingga tinggi (min = 3.85; sisihan piawai = 0.45), dengan strategi kognitif (min = 4.25) dan metakognitif (min = 4.10) digunakan pada tahap tinggi. Strategi afektif, sosial, memori dan tampungan pula digunakan pada tahap sederhana tinggi. Dapatan ini menunjukkan keperluan memperkukuh penggunaan strategi sosial, afektif dan memori dalam pengajaran mendengar. Kajian ini mencadangkan pembangunan model pengajaran mendengar berasaskan strategi pembelajaran yang sistematik dan kontekstual bagi meningkatkan kecekapan mendengar pelajar bukan penutur natif Bahasa Melayu di Singapura.
Learners of English as a foreign language (EFL) typically struggle with listening skills. This study investigates the effectiveness of metacognitive instruction through the pedagogical cycle approach in terms of listening achievement, metacognitive awareness, and listening self-efficacy of Saudi female EFL learners. It also identifies the listening challenges they face. The study employed a mixed-methods approach. The sample comprises 100 Saudi female EFL students: 51 in the experimental group and 49 in the control group. The experimental group received metacognitive instruction for 10 weeks over a semester through a pedagogical cycle. The quantitative data were collected from a listening test used as a pre- and posttest. Questionnaires about metacognitive awareness of strategy use and listening self-efficacy were also used to detect changes in metacognitive awareness and self-efficacy among learners before and after the intervention. The qualitative data were collected from interviews with eight participants. The results showed that the EFL learners improved their listening achievement and increased metacognitive awareness, such as directed attention, planning, and evaluation. Mental translation and person knowledge remained relatively unaffected. Furthermore, an insignificant effect was found on learners’ listening self-efficacy. The qualitative data revealed six challenges faced by EFL learners: the speaker’s speed and accent, unfamiliar vocabulary, long or boring listening materials, lack of concentration, and poor-quality recordings. The study suggests that EFL instructors should prioritize the implementation of metacognitive approaches to improve learners’ listening performance and engagement. It also emphasizes the importance of vocabulary knowledge and recommends improving the EFL listening materials.
Traversing the complexities of learning in a second language, senior high school students face unique challenges that shape their educational journey. This study dives into their stories, shedding light on their struggles and triumphs. This study explores the experiences of senior high school students in English as a Medium of Instruction (EMI) courses, focusing on their daily lives and personal contexts. The research was conducted among senior high HUMSS students at Upper Katungal National High School in Tacurong City to understand how students navigate their academic and social environments while learning English. Using a transcendental phenomenological research design, the study collected comprehensive data through interviews, questionnaires, and thematic data analysis. The findings revealed seventeen significant emerging themes: emotional distress, language proficiency challenges, socioeconomic factors, support strategies, and resilience. These themes highlight students' multifaceted challenges and determination to overcome them. The study underscores the need for targeted support and interventions to help students enhance their language skills and succeed in EMI courses. By understanding the students' experiences, educators can create more effective learning environments that address academic and emotional needs, ultimately fostering better educational outcomes.
The authors share with the experience of enhancing speaking skills using podcasts technique.
This study explores how songs in English help improve listening skills in higher education students. Listening skills are crucial for the acquisition of any language, as they directly and simultaneously improve pronunciation, expand vocabulary and grammar. English songs are an effective teaching resource that facilitates learning and retention for EFL learners, provides language structures, and provides motivation for students. Popular songs motivate learners and connect them to everyday situations and emotions, making songs a valuable pedagogical resource that can help L2 learners increase their current level of proficiency in listening skills. The use of songs in the classroom encourages attention, concentration and language development. Likewise, it makes learning more fun and meaningful for students.
This article investigates the challenges of learning to listen. Listening is one of the most important skills for language learners. Most of the time, language learners do listening in the classroom or lectures. The challenge for learners is to recognize the words in a stream of acoustic blur or normal conversational speech This challenge is combined with the awareness of context, culture, discourse, community, and other sociolinguistic variables. This article will tackle the key issues and challenges in pedagogical research that are related to teaching listening comprehension as well as shedding light on the causes that make listening difficult for learners and suggest some solutions to handle such difficulties.
Metacognition cannot develop on its own; therefore, teachers should teach this skill to their students. Teachers should provide appropriate models and guidelines so pre-service teachers can gain awareness of metacognition before starting their profession. This service sought to determine how a holistic approach affects Turkish pre-service teachers’ awareness of metacognitive listening strategies through a case study. An 8-week plan was implemented, including 3 weeks of theoretical information on metacognitive listening. Pre-service teachers were then divided into groups, and courses on micro-teaching practices were conducted for 5 weeks. The participants were 17 pre-service teachers in their third year at university. Criterion sampling, a purposeful sampling method, was used for sample selection. Data were collected using semi-structured interviews, observation forms, and researcher and participant diaries. Descriptive and content analyses were also conducted. As a result, pre-service teachers’ perceptions of metacognitive awareness and holistic listening strategies improved and they reported a positive relationship between holistic listening strategies and metacognition. Unlike previous studies, the current study emphasized controlling affective readiness in planning strategies. To better comprehend the text, the pre-service teachers suggested incorporating monitoring and problem-solving strategies with supportive cognitive strategies. Peer assessment was also found to be an important aspect of the evaluation strategy.
Bu çalışmanın amacı uluslararası öğrencilerin Türkçe öğrenme sürecinde yaşadıkları deneyimleri dinleme ve okuma becerisi bağlamında incelemektir. Nitel araştırma yaklaşımlarından fenomenoloji deseninde tasarlanan araştırmanın çalışma grubunu, ölçüt örneklem ile seçilen Eğitim Fakültesinin 4.sınıfında öğrenim gören 20 uluslararası öğrenci oluşturmaktadır. Veriler araştırmacı tarafından oluşturulan yarı yapılandırılmış görüşme formu ile toplanmış olup içerik analizi yöntemi ile analiz edilmiştir. Araştırmanın sonucunda uluslararası öğrenciler: Dilin, hızlı ve farklı ağızlarda konuşulması, konuşulanları anlayamama, odaklanamama gibi sebeplerden dolayı dinleme sürecinde iletişim problemleri yaşadıklarını belirtmişlerdir. Film ve dizi izlemek, müzik dinlemek ve yavaşlatılmış videolar izlemek gibi eğlenceye dönük birtakım dinleme egzersizleri yaparak yaşadıkları problemlere çözüm üretmeye çalışmışlardır. Dinleme-anlama etkinliklerinin yapılmasının, eğiticilerin daha yavaş konuşmalarının sağlanmasının, Türk arkadaşlarla sohbet etmenin ve farklı ağızlarda konuşan insanlarla iletişim kurmanın yaşanılan problemlere çözüm olabileceğini belirtmişlerdir. Öğrenciler, okuma becerisi edinme sürecinde telaffuz açısından sesli harfleri okurken zorlandıklarını, anlamını bilmediği, karmaşık, uzun ve sondan eklemeli kelimeleri anlamakta güçlük çektiklerini; okuma hızı açısından yavaş okuduklarını ve psikolojik açıdan ise konsantrasyon problemi yaşadıklarını ifade etmişlerdir. Katılımcılar, okuma becerisini edinme sürecinde yaşadıkları problemleri aşmak için en önemli çözüm yolunun bol bol kitap okumaktan geçtiğini ifade etmişlerdir. Ayrıca basit metinler okumanın, sesli ve hızlı okuma ile sözcük çalışmaları yapmanın da yaşanılan problemlere çözüm olabileceğini belirtmişlerdir.
English speaking skills English teachers play an important role in helping students to achieve their goals of learning the language. Appropriate techniques for improving this skill must be considered by students of the English language education program or FKIP, where students are prospective English teachers. This research examines whether it is effective for learning English speaking skills. This research used a test with a sample of 8 participants for the 2024/2025 academic year. The data from the results of this research are analyzed qualitatively. These results show that it is effective in learning English because, from the test results, this technique is therefore an alternative learning technique that English teachers can use in learning to speak English. Education is a fundamental pillar of individual and societal development, which plays a vital role in shaping the future of a nation. In Indonesia, education is highly valued, and efforts have been made to improve the quality and accessibility of education throughout the country. In line with global trends, English has become an important language in education and communication and is recognized as a lingua franca for international interaction. Indo Global Mandiri Palembang, the purpose of identifying common errors is to find errors and correct them when pronouncing and also to become good words in speaking so that students understand when pronouncing or speaking and also to make the correct words and participants in this study were 8 people, the results of common errors correcting words, pronunciation and correct speaking Conclusion This study was conducted to find out common errors that occur when students speak. Some of the errors that can occur in students when speaking include Mispronunciation of Articles and Plural Nouns, Misuse of Prepositions, Misorder of Words, and Confusing Homophones. However, the identification carried out showed that the errors that were often made were related to pronunciation errors and word order errors. Keywords: Speaking, Proficiency, Common Error
Playback controls or audio/video control (AVC) buttons are common in technology-enhanced listening materials but are often overlooked in CALL theorizing and research. It is unclear how language learners use AVC buttons when they independently access computer-based L2 listening materials. This qualitative case study aimed to understand how high-beginner learners of English used playback controls during multiple-choice and dictation-cloze exercises, identify interaction patterns, and introduce instructional guidelines which teachers can utilize for training on the usage of AVC buttons. Thirteen learners viewed six three-minute talks, answered questions, and reflected on playback control use. We identified patterns of interaction from screen-captured recordings, created listener profiles from entry survey data, and identified reasons for AVC usage from semi-structured interviews. Our analysis shows that the most common pattern for multiple-choice exercises involved replaying the video after checking responses (VB01 pattern), while for dictation-cloze exercises, it was pausing to fill in blanks (AB03 pattern). Three generalized listening profiles emerged: those that used the AVC buttons (a) occasionally, (b) strategically and (3) compulsively. We also identified that students use AVC buttons to address individual differences, improve performance, and enhance comprehension. We provide suggestions for learner training on AVC button usage.
Keywords: Audio/video playback controls; technology-enhanced listening; low proficiency listeners; L2 listening; listeners profiles; Chile.
Abstract in plain language
In lessons with videos or audio there are playback controls that allow language learners to play, pause, or rewind and forward texts. These playback controls are common in learning materials, but scholars do not really know how people learning a second language use these buttons when they study on their own.
The goal of our study was to understand how language learners use the playback controls during exercises where they listen and answer comprehension questions or fill in the blanks, and to suggest ways to teach listening with technology better.
Thirteen learners took part in six individual sessions where they listened to talks, answered questions, and talked about how they used the playback controls. The researchers recorded these sessions and interviewed the learners.
The study found different ways learners used the buttons and reasons for it. For multiple-choice exercises, learners often checked their answers before replaying the video. For fill-in-the-blank exercises, they often paused the audio. Also, the study identified three types of learners: those who used the playback controls sometimes, those who used them strategically, and those who used them a lot. We also identified that learners used the playback controls for three reasons: to address their learning preferences, to do-well in tests, and to understand the contents easily.
Abstract in Spanish
Aunque los botones de control de audio/video (AVC) son comunes en ambientes de aprendizaje en línea, a menudo se pasan por alto en la conceptualización e investigación sobre el aprendizaje de idiomas asistido por computador. Se sabe poco sobre cómo los aprendices de idiomas interactúan con los botones AVC en entornos de aprendizaje virtual. En este estudio cualitativo nos planteamos tres objetivos: (1) documentar la interacción de estudiantes de inglés con los botones AVC al realizar ejercicios de selección múltiple y de completación; (2) identificar patrones de interacción; y (3) brindar sugerencias a profesores de cómo entrenar a sus estudiantes para aprovechar los beneficios de la interacción con estos botones. Para lograr estos objetivos, 13 estudiantes de inglés de nivel básico vieron seis charlas de divulgación científica de tres minutos cada una, completaron preguntas de comprensión del texto oral y reflexionaron sobre el uso de los botones AVC. Los resultados reportan patrones de uso de botones AVC, perfiles, y razones de uso. El análisis mostró que el patrón VB01 fue recurrente en ejercicios de selección múltiple con única respuesta en donde los estudiantes miraron el video tras verificar si su respuesta estaba correcta. En ejercicios de completación prevaleció el patrón AB03 en el que los estudiantes pausaron el audio mientras completaban las palabras que escuchaban. También identificamos tres perfiles de escucha: ocasional, estratégico y compulsivo. Finalmente, identificamos que el uso de los botones AVC atienden tres necesidades: abordar diferencias individuales, mejorar rendimiento en comprensión y mejorar la comprensión.
Listening is an important language and literacy skill yet it remains a somewhat neglected and poorly taught aspect in many of our primary school classrooms. Teaching listening is almost non-existent usually taking the form of exposure to listening comprehension practice in the hope that young learners will somehow get better at it. Although in some instances methods to aid listening development are taught, these tend to involve instructional approaches or techniques to deal with the complexities of the listening tasks rather than focusing on the listening processes involved. This article uses introspections gathered in listening diaries from a group of young learners to reveal metacognitive knowledge they had. Knowledge they possessed mostly revolved around the listening tasks that they were dealing with and how to cope with the challenges of those listening tasks. This article argues for the development of metacognitive knowledge (person, task and strategic knowledge) as part of the processes of teaching listening in order for listening growth to take place. Implications drawn highlight how listening should be taught to young learners rather than just tested with suggestions given on activities that can be incorporated into the classrooms to allow for metacognitive knowledge enhancement to take place.
The purpose of this study is to understand university language teachers' beliefs about explicit teaching and authentic materials in second language (L2) listening instruction. Data were col- lected from language teachers in Spanish and English departments at eight universities in Penn- sylvania, United States, through an online questionnaire (N=60) and semi-structured inter- views (N = 6). The results indicated that teachers believe explicit listening instruction is essen- tial for learners to develop competence in L2 listening, but conflate direct strategy instruction, listening practice, and listening assessment. Furthermore, very few reported the implementa- tion of metacognitive strategy instruction. Secondly, most instructors believe that authenticity is a valuable construct for L2 teaching; however, generally instructors considered either lin- guistic features of the listening text or features of the L2 learning context when selecting mate- rials, not both, illustrating differing conceptualizations of authenticity and varied approaches to authentic material selection. These results indicate a need for more attention to listening peda- gogy in L2 teaching environments and teacher training, especially with regard to explicit strat- egy and metacognitive instruction and the selection and use of authentic listening texts.
Listening is widely regarded as an important skill that is difficult and necessary to teach in L2 classrooms. Listening requires both top‐down and bottom‐up processing, yet pedagogical techniques for the latter are often lacking. This study explores the efficacy of pronunciation instruction (PI) for improving learners’ bottom‐up processing. The study recruited 116 relatively novice learners of Spanish as a foreign language and provided the experimental groups with brief lessons in PI emphasizing segmental or suprasegmental features followed by production‐focused or perception‐focused practice. Learners’ bottom‐up processing skill was assessed with a sentence‐level dictation task. Learners given PI on suprasegmental features followed by perception‐focused practice found target language speech to be more intelligible than controls, indicating that they had improved their bottom‐up processing. However, learners given PI on segmental features followed by production‐focused practice found target language speech to be more comprehensible. The results indicate that PI is a worthwhile intervention for reasons that go beyond pronunciation, even when instructional time is limited, and that a range of features and practice types should be included in PI to improve listening skills.
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.
The current study reports the results of a project aimed at assessing L2 listening comprehension by drawing on two approaches to dynamic assessment: interventionist and interactionist. The former approach was actualized by providing two graduated hints which were fixed and standardized for all test takers while the latter was actualized by asking test takers to enter into dialogue with the tester to receive more flexible mediation. By taking into account how much mediation (how many hints) each test taker uses, the computerized listening test automatically provides three scores: traditional score, dynamic score, and learning potential score. 91 grade nine students at Iranian junior high schools took the computerized dynamic test. The findings of the study indicated that while having validity, the test could improve test takers' listening comprehension ability. Moreover, the test made it possible to obtain information regarding test takers' potentiality for learning which goes beyond and over their initial performance level. The pattern of mediation use by test takers across different test items indicated that more challenging listening questions are in need of more flexible and open-ended mediation. Using three scores for each test taker, language teachers can more effectively tailor their instruction to their learners' needs.
A valid metacognitive awareness second language (L2) listening questionnaire is important for both researchers and teachers to facilitate the measurement of language learners’ ability to reflect on and direct their L2 learning. However, very few metacognitive awareness questionnaires have been validated, particularly in the area of L2 listening (cf., Vandergrift, Goh, Mareschal, & Tafaghodtari, 2006). The Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift et al.) is one exception. However, very little information has been collected on the MALQ’s psychometric properties. To address this paucity, we administered the MALQ to a sample of 299 male Korean adolescent speakers of English. Using a modern measurement approach to scale validation (Rasch modeling), we found that with the exception of one subscale (Person knowledge) the subscales had good psychometric properties in that it was reliable and unidimensional.
The present study investigated test-taking motivation in L2 listening testing context by applying Expectancy-Value Theory as the framework. Specifically, this study was intended to examine the complex relationships among expectancy, importance, interest, listening anxiety, listening metacognitive awareness, and listening test score using data from a large-scale and high-stakes language test among Chinese first-year undergraduates. Structural equation modeling was used to examine the mediating effect of listening metacognitive awareness on the relationship between expectancy, importance, interest, listening anxiety, and listening test score. According to the results, test takers’ listening scores can be predicted by expectancy, interest, and listening anxiety significantly. The relationship between expectancy, interest, listening anxiety, and listening test score was mediated by listening metacognitive awareness. The findings have implications for test takers to improve their test taking motivation and listening metacognitive awareness, as well as for L2 teachers to intervene in L2 listening classrooms.
This study is an attempt to investigate the effect of metacognitive instruction through dialogic interaction in a joint activity on advanced Iranian English as a foreign language (EFL) learners’ multimedia listening and their metacognitive awareness in listening comprehension. The data were collected through ( N =180) male and female Iranian advanced learners ranging from 16 to 24 years of age in three groups. The first two groups were experimental ( n =60), trained through a structured intervention program focusing on metacognitive instruction through dialogic interaction (MIDI) and metacognitive instruction (MI) for 10 sessions. The learners in the experimental group were involved in 60 minutes of practice twice a week. The third group was a control group ( n =60), trained through regular classroom listening activities without receiving the structured intervention program. Multimedia listening tests and the Metacognitive Awareness Listening Questionnaire (MALQ) were used to track the advanced learners’ multimedia listening comprehension and metacognitive awareness. The results showed that metacognitive instruction through dialogic interaction did improve both the advanced learners’ multimedia listening comprehension and their metacognitive awareness in listening.
Captioning is commonly used to scaffold video viewing for second language learners, with the captioning affording the learners access to authentic videos that would ordinarily be out of their reach. Ostensibly the videos are mainly shown to help improve the learners’ listening abilities. However, there is the view that the learners largely tend to just read the captions at the expense of listening to the speakers, thus doing little more than improving their reading skills. Consequently, this article examines a number of past studies to investigate whether this is the case or whether the learners’ listening may indeed benefit. A key approach to this investigation of the past research is to ascertain how the learners process the videos; there is obviously the need for the learners to listen, to some degree, for their listening abilities to develop. The investigation finds that less-proficient learners tend more to read texts than listen to them, while more-proficient learners generally utilize a wider range of cues (caption, speaker and visual), although various factors may mediate these trends. Based on these findings, pedagogical suggestions are made for classroom teachers’ use of captioned videos, along with suggestions for the future research of captioned viewing.
Learning strategies refer to a set of tactics that people use in order to gain control over their own learning process. Nowadays, enhancing strategies in second or foreign language classrooms is one of the teachers’ roles, since their mission is to facilitate the learning among their students and make their thinking process visible. In order to teach a second language (L2) effectively, educators must take into consideration the needs and biographies of each learner, as a result, they are able to employ methodologies that guide students in using strategies which enhance their L2 learning process. This paper helps readers understand the concept of such strategies and its importance in terms of accelerating and facilitating English learning by putting forth a number of the definitions of the concept as posited by different authors. Then, it discusses three differing approaches to L2 instruction such as Grammatical, Communicative, and Cognitive in order to identify which of these approaches promote useful learning strategies in the classroom. And finally, based on the Biography Driven Instruction (BDI) model, this paper analyzes on how four learning strategies were put into practice in settings of English as a Foreign Language (EFL).
Keywords: learning strategies, approaches to L2 instruction, BDI model, BDI strategies
The purpose of the present study was to determine whether integrating online audiovisual materials into the listening instruction of L2 French learners would have a measurable impact on their listening comprehension development. Students from two intact sections of second-semester French were tested on their listening comprehension before and after a four-week learning phase during which the treatment group received listening instruction via audiovisual materials while the control group completed a different listening task that did not involve audiovisual materials. Results from the pretest indicated that the two groups began the study at a nearly identical level of listening ability. The experimental group subsequently increased its listening proficiency in the immediate and delayed posttests, achieving considerably higher scores when compared to the control group. While the difference in scores on the posttests was not significant, effect sizes suggested a positive outcome for the experimental group. This study represents a preliminary indication that activities using online audiovisual materials may have a positive impact on the acquisition of listening comprehension skills.
This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007) – in other words, where learners listen to a recording, a TV or radio clip or lecture, but where there is no communication back to the speaker(s). A review of the literature relating to such listening reveals a tendency for papers to highlight two features in their introductory lines: first, the acknowledged importance of listening as a skill underpinning second language (L2) acquisition more broadly, and second, the relative paucity of research into listening compared with the skills of speaking, reading or writing. In the last ten years or so, however, there has been a growth in the number of studies conducted in the field, as evidenced in Vandergrift's review in 2007 and Vanderplank's more recent overview (2013). Consequently, my view is that it is possible to identify from that research certain key principles in relation to listening within instructed settings, particularly regarding listening strategies.
This study explored the effect of metacognitive strategy instruction on the listening performance and metacognitive awareness of English as a foreign language (EFL) learners in Iran. It also strove to investigate how various aspects of learners’ metacognitive awareness, as measured by each of the five Metacognitive Awareness Listening Questionnaire (MALQ) factors, were affected by metacognitive strategy instruction. The participants were 60 intermediate EFL listeners in two groups, ranging in age from 20 to 26. The experimental group (N = 30) went through a guided lesson plan in metacognition for 10 weeks, which focused on planning, monitoring, and evaluation. The control group (N = 30) was taught by the same teacher and listened to the same texts without any guided attention to process. The MALQ and a listening test were also used before and after the intervention to track the changes in metacognitive awareness and listening performance. The results showed that metacognitive strategy instruction led to a considerable variance in overall listening performance and metacognitive awareness of learners. Furthermore, the analysis of the five MALQ factors revealed a significant impact of metacognitive strategy instruction on the metacognitive awareness of listeners.
This study used a self-presentational framework to investigate second language listening anxiety among university students and demonstrated that second language listening involves social concerns that are specific to second language settings. A set of anxiety questionnaires was administered to 1,177 students, and 17 learners provided verbal protocol data. The results demonstrated that second language listening anxiety is a higher-order construct composed of two related but distinct dimensions: Self-Focused Apprehension and Task-Focused Apprehension. The former is a concern over social evaluative threat, and the latter is worry over effective processing of aural input. Levels of social anxiety influenced both dimensions.
This study investigated the effect of listening to podcasts on Iranian upper-intermediate EFL learners' self-regulation ability and their perception toward the use of technology. To meet the objectives of the current stud y, 54 female Iranian EFL learners were selected. In experimental group they listened to podcast files while in the control group they listened to a radio program. The practices were done through cognitive and metacognitive strategies. A self-regulation ability questionnaire was administered among the participants of both groups. Also, the data obtained from learners' self-reflection journals were added and interpreted qualitatively and supported the results of this study. Keeping a self-reflection journal provided a detailed account of learners' thoughts and perception regarding their listening to podcasts. It revealed learners' positive prospective toward podcasting application in the language learning process and it was clear that the participants in experimental group played a much more dynamic role as a learner. According to the findings of this study use of podcasts as an educational technology can significantly influence and foster self-regulation ability of the learners. Most participants showed a positive perception toward the use of podcast as an educational technology in language learning.
Much debate surrounds the issue of whether allowing candidates to listen to recordings twice is more desirable in language tests than offering just one opportunity. Using regression models, this study investigates, analyses and interconnects both item difficulty and stimulus length in relation to the frequency of stimulus presentation and its effect on test results. The study involved 1,266 eighth-grade learners with perceived A2/B1 level in English as a first foreign language. The final discussion seeks to offer explanations for the results that clearly indicate the advantages of listening once; likewise, potential implications for listening tests and classroom practice are raised.
Listening is regarded as a key requirement for successful communication and is fundamentally linked to other language skills. Unlike reading, it requires both hearing and processing information in real-time. We therefore propose that the ability to concentrate is a strong predictor of listening comprehension. Using structural equation modeling, concentration was found to be a strong predictor of listening comprehension in a sample of 345 sixth graders in Switzerland. In contrast, the ability to concentrate did not predict successful reading comprehension. The most important predictor of both listening and reading comprehension was vocabulary.
This volume, through a detailed treatment of the cognitive processes that support reading, explains how reading really works. It offers a thorough overview of important and current research, including first language research, which is not often found in second language acquisition (SLA) publications. This book is a true example of applied linguistics; it makes well-defined linkages between theory and practice, discussing the implications and applications of second language reading theories on instructional practices. It is a valuable resource and reference for action researchers, curriculum designers, teachers, administrators, and those interested in exploring theoretical issues grounded in instructional contexts.
A collection of original papers by researchers working in the field which comprehensively addresses the area of second language academic listening. This collection of original papers comprehensively addresses the area of second language academic listening. The papers are grouped under five broad headings. The first section provides an overview of research relevant to second language lecture comprehension. The second analyses aspects of the cognitive processes involved in listening comprehension. In the third section, the object of the comprehension process is examined, and in the fourth, ethnographic approaches are explored by extending the concept of listening comprehension to place it in the wider context of 'the culture of learning'. In the final section, the theory of second language listening comprehension is related to practical pedagogic concerns. Each section is preceded by an accessible introduction and the book as a whole provides detailed coverage of important aspects of academic listening phenomena.
Authentic materials such as TED Talks have become an everyday presence in the ELT classroom, often for practice listening and taking notes. However, teachers can struggle to teach the sub-skills that are involved in notetaking, and instead often simply tell students to ‘take notes’. This approach lacks the scaffolding required for the complex activity. When unpredictable and loosely structured authentic materials are used for notetaking, students can be overwhelmed and teachers left with few pedagogic ideas. To address the need for pedagogy for teaching notetaking with authentic materials, this paper reports a project that introduced a four-step pedagogic sequence in conjunction with TED Talks to upper secondary school students in Sweden. Analysis of pre- and post-intervention comprehension tests and samples of notes suggests that the sequence has positive effects, particularly regarding the quantity of notes recorded. The paper describes and provides justification for each step of the approach and discusses the pedagogic implications.
The book argues that the key to more valid testing of second language listening lies in a better understanding of the nature of the skill and of the signal that listeners have to decode. Using this information as a point of departure, it takes a critical look at many of the myths and conventions behind listening tests and provides practical suggestiions as to the ways in which they might be rethought.
Metacognitive awareness (MA) and academic motivation (AcM) play an important role in self-regulated learning (SRL). However, little is known about the different profiles of self-regulated learners in EFL (English as a Foreign Language) middle schools who are trying to improve their second language listening skills. The aim of the study was to theorize and confirm intraindividual differences in the patterns of students' motivational-metacognitive profiles in reference to their listening ability based on previous person-centered studies. Questionnaires for MA and AcM were administered with 312 Korean middle school learners of English from intact classes after a listening test had been administered. A person-centered approach through latent class analyses revealed four-cluster solutions. They were identified as the 1) “Amotivated-Translators” 2) “Externally Motivated-Don't do much Planning or Evaluation” Group, 3) “Introjected-Totally Alert” Group, and 4) “High Autonomous Motivation-Achievement Strategists” that ranged from the lowest to the highest listening scores. The present study provides a confirmation on the different types of self-regulated learners to provide theoretical underpinnings for demonstrating how learners' motivational-metacognitive profiles may operate as a cluster for successful L2 listening.
Repeated listening to English as a Foreign Language (EFL)/second language (L2) podcast has been recognized as cognitively beneficial, while it is usually perceived as boring by learners. As part of a two-year project funded by the Scientific and Technological Research Council of Turkey (TUBITAK, Grant No:113K727), the present study examined the effects of EFL-podcast length, repetitive listening and a listening aid on the listening comprehension of Turkish pre-service EFL teachers. The study was conducted using a repeated measure experimental design with 29 pre-service EFL teachers and 24 different “listening treatments”. The listening activities were delivered via Tablet PCs in Lab conditions. Qualitative data was compiled at the end of the experiment as a complement to quantitative data in order to better understand the perceived attentional and motivational factors identified during the study. Data showed that podcast length, repetitive listening and use of a listening aid had a significant impact on listening comprehension. Although repetitive listening was perceived as boring, it helped to improve comprehension and attention, and podcast topics and the use of Tablet PCs were perceived as motivating. These findings highlight the notion that using a listening aid can facilitate listening comprehension and help to reduce the number of repetitions required to achieve similar levels of comprehension.
This study investigated the impact of metacognitive pedagogical sequence on development of less-proficient Thai EFL listeners’ L2 listening metacognition and listening comprehension achievement over a semester. Sixty-four university students who were enrolled in a listening course participated in a quasi-experimental study. Both the intervention group (IG) and the comparison group (CG) received listening lessons comprised of pre-listening, during-listening, and post-listening activities. Each lesson was designed to allow both groups to practise listening to the same video and audio texts the same number of times. However, the IG engaged in key metacognitive processes such as prediction/planning during pre-listening, monitoring, evaluating, planning, and problem-solving with peer dialogue and collaboration in the during-listening, and post-listening activities followed by reflection and goal-setting. Students’ L2 listening metacognition development was assessed using the Metacognitive Awareness Listening Questionnaire (MALQ) at the beginning, during, and at the end of the intervention and after the final listening test. Data were also collected and analysed from responses to an open-ended questionnaire and semi-structured interviews. ANCOVA showed no significant differences between the two groups on the scores of the achievement post-tests. However, repeated-measures ANOVA showed significant gains by the IG in development of metacognition of three listening-related factors, Problem Solving, Planning and Evaluation, and Directed Attention, while only Planning and Evaluation was found to be significant in the CG. Possible reasons for these statistical results are explained, supported by the qualitative findings. Implications for future research and listening pedagogy using the metacognitive pedagogical sequence for less-skilled listeners are also discussed.
Listening comprehension, which is relatively straightforward for native language (L1) speakers, is often frustrating for second language (L2) learners. Listening comprehension is important to L2 acquisition, but little is known about the variables that influence the development of L2 listening skills. The goal of this study was to determine which learner variables play a significant role in predicting L2 listening success among Grade 4 middle immersion students (N = 84). The variables of interest in this study were L1 and L2 vocabulary knowledge, auditory ability, working memory, and metacognition. Results showed that all the variables, except for metacognition, were significantly related to L2 listening comprehension. Regression analysis revealed that vocabulary knowledge, particularly L2 vocabulary, significantly predicts L2 listening success. The results are discussed in relation to their pedagogical implications for beginner learners of French.
This study explores the constructs that underpin three different measures of vocabulary knowledge and investigates the degree to which these three measures correlate with, and are able to predict, measures of second language (L2) listening and reading. Word frequency structured vocabulary tests tapping receptive/orthographic (RecOrth) vocabulary knowledge, productive/orthographic (ProOrth) vocabulary knowledge and productive/phonological (ProPhon) vocabulary knowledge and tests measuring L2 listening and L2 reading were administered to 250 tertiary-level Chinese learners of English as a foreign language (EFL). Results showed that ProPhon vocabulary knowledge correlated most strongly with L2 listening (r =.71) and ProOrth vocabulary knowledge correlated most strongly with L2 reading (r =.57). Factor analysis indicated that all subcomponents of the ProPhon vocabulary knowledge test loaded onto one factor and those of the RecOrth and ProOrth vocabulary knowledge tests loaded onto another. Regression modelling showed that ProPhon vocabulary knowledge explained 51% of the variance in L2 listening scores and that ProOrth vocabulary knowledge explained 33% of the variance in the L2 reading scores. Discussion addresses the varying importance of different dimensions of vocabulary knowledge in L2 listening and reading.
As teachers' roles evolve in technology-enhanced language learning (TELL), choices of technological devices and instructional delivery and the degree of foreign language (FL) teacher facilitation within TELL activities are prominent. This investigation compared 53 beginning college French students' comprehension of FL video in a teacher-assisted viewing classroom environment (TAV) and an independent computer-based setting (IV) to examine the benefits of teacher mediation on students' comprehension of FL video and the relation to the types of questions asked, self-efficacy, and engagement. The results demonstrated that students performed equally well on comprehension measures in the TAV and IV conditions. With regard to self-efficacy, students felt significantly more confident in their ability to comprehend video in the TAV than in the IV condition. A relationship was found between self-efficacy and comprehension in the TAV, a relationship not present in the IV condition. Levels of engagement significantly predicted students' comprehension performance while working independently but were not a significant predictor of comprehension in the TAV condition. Implications of this study include (a) the need for increased exposure to self-directed learning tasks in beginning FL classrooms to improve self-efficacy toward independent TELL activities and (b) the need for student exploration during TAV tasks to improve engagement.
To investigate the suitability of TED talks for academic listening in EAP contexts, this research paper compares Academic Vocabulary List (AVL) representation (Gardner & Davies, 2014), lexical density, and speech rate in a TED talk corpus and a lecture discourse corpus, which were both compiled for this study. 28 lecture series (727 lectures total) and 49 TED talks were analysed for AVL representation. TED talks were found to have lower AVL representation than the university lectures (t(75) = 4.95, p < 0.0001). 43 one-minute samples from the Lecture Discourse Corpus and 47 one-minute samples from the TED Talk Corpus were analysed for lexical density, where no differences were found; and speech rate, which was found to be significantly faster in TED talks, in terms of syllables per second (t(98) = 4.23, p < 0.0001) and words per minute (t(98) = 4.20, p < 0.0001). A negative correlation was found between lexical density and syllables per second in the lecture discourse corpus (r = −0.343, p < 0.05), where none was found in the TED talk corpus (r = −0.031, ns), perhaps due to TED talks being a scripted genre. It is concluded that TED talk variation enables a range of academic listening applications.
The purpose of this study was to examine the effects of prelistening activities, particularly interactive brainstorming advance organizers that used a “Think-Pair-Share” structure, on the listening comprehension performance of L2 junior high school students. The term advance organizer is defined as a teaching activity that helps build or activate L2 learners’ prior knowledge for a listening task, or as the provision of support to promote learning. The results show that the participants who had the advance organizer of picture brainstorming scored substantially higher than those in the vocabulary brainstorming group or the control group. The differences between the vocabulary brainstorming group and the control group, however, failed to reach a significant level. The findings suggest that the use of certain advance-organizer activity in the prelistening stage helps L2 learners comprehend a text better, and that L2 learners agree with the effectiveness associated with the use of brainstorming advance organizers as an instructional strategy in helping them activate their prior knowledge, boost their confidence for the test, reduce their performance anxiety, make connections with their own life experiences, and inspire new thoughts.
Despite its importance in our learning and daily life, listening is ‘the least understood and the least researched skill’ [Vandergrift, L. 2007. “Recent Developments in Second and Foreign Language Listening Comprehension Research.” Language Teaching 40: 191–201]. By utilizing listening journals and curated materials, this study attempted to guide students to learn to plan, monitor, and evaluate their listening activities. The research purpose is two-fold: to examine if keeping listening journals helped learners to develop their metacognitive awareness and to gauge students’ perceptions of keeping listening journals. The results suggest emerging evidence which shows students were learning to plan for their listening, monitor their comprehension, solve comprehension problems, and evaluate their approach and outcome. Students generally recognized the benefits of keeping listening journals, but some felt the process was too time-consuming. Future research directions are suggested to conclude the study.
This book challenges the orthodox approach to the teaching of second language listening, which is based upon the asking and answering of comprehension questions. It critically examines the practices and assumptions associated with this approach and suggests ways of revising them. The book's central argument is that a preoccupation with the notion of 'comprehension' has led teachers to focus on the product of listening in the form of answers to questions, ignoring the listening process itself. The author provides an informed account of the psychological processes whcih make up the skill of listening, and analyss the characteristics of the speech signal from which listeners have to construct a message. Drawing upon this information, the book propsoes a radical alternative to the comprehension approach and provides for intensive small-scale practice in aspects of listening that are perceptually or cognitively demanding for the listener.
This study investigates the impact of a high-level and a low-level process-based L2 comprehension training on L1 French students’ listening performances. These students (N = 108) of English, Spanish, and German came from five different classes. After a L2 comprehension pretest, the participants were divided into two experimental groups. During the experimental phase, the two groups listened to the same three documents in their respective L2. The first group undertook listening comprehension activities relying on low-level processes, while the second group undertook activities aiming at fostering their use of high-level processes. These second types of activities were based on the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Mareschal & Tafaghodatari, 2006). As hypothesized, less skilled listeners trained to automatize low-level processes, scored significantly higher on the comprehension posttest than on the pretest. However, the hypothesis that more skilled listeners trained to develop high-level listening processes, would score better on the posttest than on the pretest could not be verified. Nevertheless, we observed some tendencies showing that more skilled learners had drawn some benefits from the training. In our conclusion, we argue that the impact of a high-level and a low-level process-based L2 comprehension training strongly depends on learners’ initial levels.
In this article, we begin by delineating the background to and motivations behind Firth and Wagner (1997), wherein we called for a reconceptualization of second language acquisition (SLA) research. We then outline and comment upon some of our critics' reactions to the article. Next we review and discuss the conceptual, theoretical, and methodological impact the article has had on the SLA field. Thereafter, we re-engage and develop some of the themes raised but left undeveloped in the 1997 article. These themes cluster around the notions of and interrelationships between language use, language learning, and language acquisition. Although we devote space to forwarding the position that the dichotomy of language use and acquisition cannot defensibly be maintained (and in this we take up a contrary position to that held in mainstream SLA), our treatment of the issues is essentially methodological. We focus on describing a variety of aspects of learning-inaction , captured in transcripts of recordings of naturally occurring foreign, second, or other language interactions. Through transcript analyses, we explore the possibilities of describing learning-inaction devoid of cognitivistic notions of language and learning. In so doing, we advance moves to formulate and establish a reconceptualized SLA.
I: Background.- 1. An Introduction.- 2. Conceptualizations of Intrinsic Motivation and Self-Determination.- II: Self-Determination Theory.- 3. Cognitive Evaluation Theory: Perceived Causality and Perceived Competence.- 4. Cognitive Evaluation Theory: Interpersonal Communication and Intrapersonal Regulation.- 5. Toward an Organismic Integration Theory: Motivation and Development.- 6. Causality Orientations Theory: Personality Influences on Motivation.- III: Alternative Approaches.- 7. Operant and Attributional Theories.- 8. Information-Processing Theories.- IV: Applications and Implications.- 9. Education.- 10. Psychotherapy.- 11. Work.- 12. Sports.- References.- Author Index.
This study examined the effect of metacognitive process-based and product-based instruction on enhancing listening comprehension and metacognitive awareness. Two classes of high-beginner English as a foreign language learners were randomly assigned to two groups: product-based (n = 30) process-based (n = 30). Both before and after eight instructional sessions, listening comprehension and metacognitive awareness were measured. Process-based group, then, followed a pedagogical sequence in each session (Vandergrift, 2004), providing opportunities for dialogue about the listening process and the strategies involved, whereas the product-based group was not engaged in dialogue nor did the group reflect upon listening strategies. Results indicated that the process-based group significantly outperformed the product-based one in terms of gains in listening comprehension and metacognitive awareness. Moreover, the microgenetic analysis of the dialogic interactions of the process-based group presented some evidence showing how the students co-shaped metacognitive awareness. This article concludes with discussing the findings, presenting some pedagogical implications, and sketching out areas for further research.
This paper examines 25 lecture listening coursebooks for their representativeness of ‘real’ lectures with a view to helping EAP practitioners make informed decisions about materials selection and development. The aspects of representativeness examined are language, lecture authenticity and research-informedness. The representativeness of language was assessed by comparing signposts of important points with those retrieved from a corpus of 160 authentic lectures. Lecture authenticity in terms of source, delivery and length was established by examining the audiovisual materials, transcripts and information provided by authors. Whether materials were research-informed was determined by noting references to lecture and listening research. Results suggest that current lecture listening materials tend not to reflect the language and lectures students are likely to encounter on their degree programmes. Moreover, materials are typically not (systematically) informed
by listening and lecture discourse research. These findings highlight the need for EAP practitioners to approach published materials critically and supplement or modify them in ways that would better serve students. The paper concludes with recommendations on
how this could be done.
Listening comprehension constitutes a major problem for second language learners but little is known about the relative contribution of different factors to listening comprehension. Since there are still only very few studies in this area by comparison with studies focusing on the relationship between reading and vocabulary, there is a need for studies which can fill the gap in our knowledge about the specific contribution of generic and discrete-point measures of language ability to explaining listening. In the present study among 151 non-English major students at a university in Northwest China we explore what proportion of the variance in listening comprehension is explained by general language proficiency, vocabulary size and metacognitive awareness. Our results show that vocabulary size is the strongest predictor, followed by general language proficiency, while metacognitive awareness is less important. We discuss implications for the componential structure of the notion language ability, theories of listening and pedagogical practice in L2 classrooms.
Listening comprehension in academic contexts is an important prerequisite for the acquisition of school-related skills. However, the concept of academic language is generally the subject of much debate, and there is no consensus yet on what constitutes academic listening comprehension. To date, it remains unclear whether listening comprehension of academic language may be regarded as a distinct construct. The present study investigates the distinction of academic and everyday listening comprehension in 459 ninth-grade students speaking German as a first language or as a second language. Empirical results provide preliminary evidence that academic listening forms a separate facet of listening comprehension. Contrary to theoretical assumptions, second language students were not particularly disadvantaged in terms of academic listening comprehension.
This book was written by language teachers for language teachers, with a view to encouraging readers to use more tasks in their lessons, and to explore for themselves various aspects of task-based learning (TBL) and teaching. It gives insights into ways that tasks can be designed, adapted and implemented in a range of teaching contexts and will thus appeal to teachers with little or no previous experience of using tasks themselves. It also illustrates ways in which tasks and task-based learning can be investigated in order to make the whole experience richer and more rewarding. Teachers who are thinking of embarking on a Diploma or Masters course, either on-site or by distance learning, will find lots of useful ideas here for their own classroom-based projects and assignments. Each contributor ends their chapter with practical recommendations and/or advice for other teachers, and many list further ideas that can be carried out in language classes.