Teaching and Researching Listening
... Menurut Nurhadi (2016), keterampilan menyimak menjadi fondasi dalam pengembangan kemampuan berbahasa, karena melalui menyimak, individu memperoleh informasi dan memahami bahasa secara lebih mendalam sebelum menguasai keterampilan berbicara. Keterampilan menyimak yang efektif memungkinkan peserta didik untuk memahami materi pembelajaran dengan baik dan meresponsnya secara kritis serta aktif (Rost, 2011). Dalam konteks pembelajaran bahasa Indonesia, keterampilan menyimak sering diabaikan dibandingkan keterampilan lainnya. ...
... Menurut Rost (2011), menyimak merupakan keterampilan reseptif yang menuntut kemampuan kognitif tinggi karena melibatkan pemrosesan bunyi, penafsiran makna, serta penghubungan informasi dengan pengetahuan sebelumnya. Dalam pembelajaran, kegiatan menyimak yang dirancang dengan baik akan meningkatkan pemahaman peserta didik terhadap materi yang disampaikan dan mendorong pengembangan keterampilan berpikir kritis (Latief, 2019). ...
... Sebaliknya, jika kurang fokus, proses pemahaman akan terhambat dan informasi tidak dapat diserap secara optimal (Tarigan, 2008). Menyimak juga berfungsi sebagai sarana pengumpulan data dan informasi yang digunakan untuk membuat keputusan secara logis serta sebagai landasan untuk memberikan respons yang tepat terhadap apa yang didengar (Rost, 2011). ...
Penelitian ini bertujuan untuk mengetahui bagaimana penerapan model pembelajaran PBL/ Problem Based Learning dengan pemanfaatan media youtube untuk meningkat keterampilan menyimak peserta didik pada materi teks deskripsi. Metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang melibatkan siswa kelas XI L SMA Negeri 2 Palu. PTK dilakukan dalam dua siklus, di mana setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Data-data yang diperoleh melalui observasi dan wawancara siswa dianalisis menggunakan pendekatan kuantitatif. Penelitian ini dilakukan sebanyak dua siklus, pada siklus I keterampilan menyimak peserta didik sudah mulai mengalami peningkatan hal ini terbukti 20 peserta didik sudah mengalami peningkatan nilai dari 30 peserta didik di dalam kelas, jika dipersentasikan maka yang tuntasnya mencapai 70%. Kemudian pada siklus II terus mengalami peningkatan yaitu sebanyak 26 peserta didik yang mendapatkan nilai tuntas jika dipresentasikan yang tuntas mencapai 87%. Dalam kesimpulannya, penerapan model pembelajaran PBL/Problem Based Learning dapat menjadi alternatif yang efektif dalam meningkatkan keterampilan menyimak peserta didik kelas XI pada materi teks deskripsi.
... Inference is crucial in aiding listeners to comprehend the meaning of a recording by analyzing both textual and contextual information (Zhang, 2012). Studies in EFL learning and teaching explored the theoretical aspects of inferencing skills and strategies, emphasizing its importance for effective listening comprehension (such as Al Musalli, 2001;Buck, 2003;O'Malley & Chamot, 1990;Rickheit et al., 1985;Rost, 1990). Other existing studies investigated the factors (such as linguistic factor, paralinguistic factor, non-linguistic factor, contextual clues, prior knowledge, and L2 vocabulary knowledge, working memory, and gender) influencing inference in listening comprehension (Barati & Biria, 2010;Currie & Cain, 2015;Mulyaningsih et al., 2013;M€ usseler et al., 1985;Ningrum et al., 2022;Van Zeeland, 2014). ...
... Subcategories were identified and used to code data from the three tests. Drawing on previous research (Rost, 1990;Yang & Qian, 2023), the four categories in Table 3 were further coded into ''understanding,'' ''partial understanding,'' and ''non-understanding'' to reflect students' accuracy in interpreting the text. The ''main idea of the text'' category was used to assess the key concepts or claims presented, including supporting evidence or explanations. ...
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.
... En este marco, la comprensión auditiva, entendida como la habilidad para decodificar mensajes orales en contextos auténticos, se erige como un pilar fundamental para la adquisición de una segunda lengua (L2). No obstante, su enseñanza enfrenta desafíos persistentes, como la falta de motivación estudiantil y la escasa adaptación a entornos digitales (Rost, 2013). ...
... • Escasa retroalimentación inmediata: Las evaluaciones tradicionales (e.g., tests escritos) no permiten corregir errores de comprensión en tiempo real (Rost, 2013). En ese contexto, la gamificación ofrece soluciones prácticas. ...
La gamificación se consolida como una estrategia pedagógica innovadora que integra elementos lúdicos en contextos educativos para potenciar la motivación intrínseca y el compromiso estudiantil. En el ámbito específico de la comprensión auditiva en inglés, su aplicación ha demostrado impactos positivos en el desarrollo de habilidades lingüísticas y cognitivas, como la atención sostenida, la identificación de matices prosódicos y la interpretación contextual de mensajes orales. Este trabajo analiza, desde un enfoque cualitativo-descriptivo, cómo la implementación de plataformas interactivas (e.g., Quizizz, WordWall) y dinámicas basadas en retos incrementan la participación activa de estudiantes de nivel medio superior. Los resultados de estudios empíricos, como los de Al-Thubiti (2018) y Bui & Nguyen (2020), respaldan que la gamificación no solo mejora el rendimiento académico, sino que también fomenta habilidades transversales como el trabajo colaborativo y la resolución creativa de problemas. Se concluye que, bajo un diseño pedagógico riguroso, esta metodología puede transformar la enseñanza tradicional de la comprensión auditiva en una experiencia significativa y adaptada a las demandas del siglo XXI.
... Listening skill is essential in the airline industry and is a significant concern for course design; the instructional materials should be in vogue and focus on dialogues for dynamicity and interactive nature (Maftoon et al., 2016). Several educators mentioned classifications of listening skill development; however, Rost's classification (Rost, 2013) is contemporary for the English for Airline Business course. Rost mentioned six types of listening performances and how to deliver each one in the classroom as described in Table 1. ...
... Types of Listening(Rost, 2013) Effects of Online Instruction Using the ASSURE Model with Scenario-Based Learning on Listening Skill in English for Airline Business of Undergraduate Students ...
This study aimed 1) to investigate the effects of online instruction using the ASSURE model with scenario-based learning (SBL) on the English listening skill for the airline business and 2) to explore students' attitudes towards online instruction using the ASSURE model with SBL on the English listening skill for the airline business. The sample consisted of 15 undergraduate students enrolling in English for Airline Business at Rajamangala University of Technology Lanna Nan in the first semester of 2021. The instruments involved the English listening skill for airline business pre-test and post-test, instructional plans, and interview questions. The data obtained from the pre-test and post-test scores were analyzed using descriptive statistics, including mean and standard deviation. In addition, the results from the interview were analyzed qualitatively using content analysis. The Wilcoxon Signed Rank illustrated the post-test scores increase with statistical significance (p ≤ .0005) regarding the first objective. For the second objective, it was found that online instruction, the ASSURE model, and SBL could enhance English listening skills for the airline business.
... S druge strane, silazna obrada uključuje korištenje prethodnoga znanja, konteksta i predviđanja sadržaja kako bi se interpretirao slušani sadržaj (Rost, 2011). Djeca u ranoj dobi često se oslanjaju na kontekstualne naznake, neverbalne signale i iskustvo iz svakodnevnih situacija kako bi nadomjestila eventualne praznine u razumijevanju. ...
... Kad je riječ o vrednovanju slušanja u ranoj dobi, osobito je relevantna Bachmanova (1990) koncepcija komunikacijske kompetencije koja obuhvaća lingvističke, pragmatičke i sociolingvističke komponente. Naime, slušanje nije samo puko dekodiranje zvukova, nego uključuje i interpretaciju konteksta, namjere govornika te poznavanje kulturnih normi (Rost, 2011). 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. ...
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.
... Listening comprehension is fundamental to language acquisition and communication (Vandergrift, 2007). It is not a passive activity but an active and complex process (Rost, 2011;O'Malley & Chamot, 1990). Listening is now recognized as an interpretive process in which listeners actively construct meaning based on expectations, inferences, intentions, prior knowledge, and selective processing of the input (Flowerdew & Miller, 2005;Anderson & Lynch, 1988). ...
... This finding underscores the marginal role that bottom-up approaches currently play in most Moroccan EFL classrooms, echoing global trends in which the comprehension approach with its top-down strategies continues to dominate listening pedagogy (Field, 2008). From a theoretical perspective, bottom-up skills involve decoding speech signals at the phonemic and lexical levels and they "provide the tangible data for comprehension" (Rost, 2011). The present findings indicate that although Moroccan EFL teachers recognize these skills, they lack the confidence and practical support to implement them regularly. ...
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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... In addition, Rost (2013Rost ( , 2016 mentions that listening comprehension is dynamic as it depends on various types of cognitive processing related to each other. From this author's perspective, listening is related to neurological processing, including hearing, awareness, and attention. ...
... Based on the previously mentioned ideas, the goal of pre-service language teacher education in listening assessment is for teacher candidates to evaluate this skill using an interactive comprehension approach (Rost, 2013(Rost, , 2016. This perspective highlights the importance of linguistic knowledge (bottom-up processing) and background knowledge (top-down processing) in the comprehension process, suggesting that both dimensions should be considered together in teaching and assessment. ...
The general objective of this study is to analyze the types of items designed by Chilean pre-service EFL teachers to assess listening comprehension skills in English and the cognitive load they experience during the test design process. This study employs a mixed-method design, including 125 Chilean pre-service teachers of English in their third, fourth, and fifth year of professional preparation. As data collection techniques, the participants created a listening comprehension test for secondary education English language learners. Moreover, they completed the Cognitive Load Scale (Leppink et al., 2013). The findings indicate that all pre-service EFL teachers create close and open-ended questions to evaluate students' listening comprehension, focusing on identifying specific information. Fourth and fifth-year pre-service teachers design close and open-ended questions to identify general and specific information, encompassing higher levels of comprehension. On the other hand, regarding the cognitive load experienced by the participants in the test design, they exhibited moderate intrinsic cognitive load, demonstrating that the task was reasonably challenging. The extraneous load was generally low, suggesting minimal external distractions. Notably, the germane load was high across all groups, indicating that the task effectively promoted learning and competency development. Pre-service language teacher education programs should consider these findings to enhance listening assessment practices. Incorporating cognitive load theory can assist teacher candidates in building both pedagogical and disciplinary teaching competencies.
... Learners are interested in comprehending native speakers as well as a great deal of multimedia content such as DVDs and the Internet. According to Rost (2001), Vandergrift (2007), and Kurita (2012), effective listening is one of the most important skills to cultivate when learning a second language. One of the most significant differences between learners who are more successful and those who are less successful is related to their capacity to use listening as a learning tool, as stated by Rost (2001) and Kurita (2012).For this , this paper will trace if peripheral learning has a positive effect on efficiency of Listening Comprehension for Iraqi primary EFL Learners'. ...
... According to Rost (2001), Vandergrift (2007), and Kurita (2012), effective listening is one of the most important skills to cultivate when learning a second language. One of the most significant differences between learners who are more successful and those who are less successful is related to their capacity to use listening as a learning tool, as stated by Rost (2001) and Kurita (2012).For this , this paper will trace if peripheral learning has a positive effect on efficiency of Listening Comprehension for Iraqi primary EFL Learners'. ...
Abstract:
The study aims to investigate the impact of peripheral illustrations on the listening
comprehension skills of EFL learners. The researcher selects 34 pupils from Isin
Primary School in Al-Qadisiyah, Iraq. The age range of the individuals are 12 to 13,
and they are all male. The Oxford Quick Placement Test (OQPT) administers to
learners in order to ensure uniformity among participants. The learners divides into
two groups: the experimental and control groups. They are at the same level of
proficiency. The pre-test conducts for both groups, and the results determine. Then
the post-test conducts for the two groups. The experimental group exposes to
listening to the dialogue with peripheral illustrations hanging on the board, while the
control group listens to the same dialogue but without using these illustrations. After
that, the two groups answer the dialogue questions. The findings demonstrates that
peripheral illustrations significantly influence the listening comprehension skills of the experimental group. The study's findings facilitate teachers in establishing conditions for peripheral learning, enabling learners to acquire knowledge without constant focus on the content.
... Theoretical Part. Listening comprehension, especially in the context of legal education, is a multifaceted cognitive process that demands a high level of attention, nuanced interpretation, and robust memory retention [1]. As law students navigate through complex legal discourses, these cognitive skills are continuously employed to extract, process, and apply information effectively. ...
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.
... Hassan (2000) and Hamouda (2013) stated that listening comprehension provides the appropriate situations for the acquisition and expansion of other language skills. Listening comprehension skills provide means of interaction for learners, expand and their vocabulary and grammar knowledge (Rost, 2001). The importance of listening comprehension is that it helps listeners to understand the world around them. ...
... This finding underscores the critical importance of problem-solving strategies, which involve integrating schemata into listening comprehension. As supported by researchers (Oxford, 2016;Rost, 2016), elaborative inferencing in listening is vital for processing new L2 information and associating it more strongly with existing memory. To enhance EFL listeners' self-efficacy in listening, several researchers have advocated for SBI. ...
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.
... Listening is one of the most essential skills in learning English, as it forms the foundation for effective communication (Brown, 2007). Strong listening skills enable learners to understand spoken language, engage in conversations, and improve pronunciation and vocabulary acquisition (Rost, 2011). Developing this skill requires consistent practice, active engagement, and the use of various learning techniques. ...
Communicating in multiple languages is becoming increasingly valuable in our interconnected and globalized world. However, knowing grammar and the alphabet does not necessarily mean one can pronounce words correctly. Learning pronunciation rules from the beginning helps overcome initial obstacles and proves beneficial in the long run. Practicing pronunciation and being mindful of it while learning a language is essential for fluency. This article explores the necessity of learning a foreign language, emphasizing cognitive benefits, career opportunities, cultural appreciation, and social advantages. Additionally, it discusses the challenges learners face and strategies to overcome them. Learning a new language can seem intimidating, but with the right mindset, methods, and motivation, anyone can achieve fluency. The key is to approach language learning with optimism and self-belief. Instead of dwelling on negative thoughts such as “I’m not good at languages” or “I tried before and failed”, learners should focus on incremental progress. With consistent effort over time, fluency is within reach. To achieve success in learning English as a foreign language, it is essential to lay a strong foundation with certain prerequisites. These foundational elements help learners progress more effectively and efficiently in their language-learning journey.
... Listening is receiving data and creating a meaning process that is negotiable throughout participation, sympathy, and empathy (Gilakjani & Sabouri, 2016). Rost (2001) stated that listening presents a significant role in students' foreign language learning development because it provides language input. The students who have good listening comprehension will quickly get the information, knowledge, and idea from the sources they heard. ...
Listening comprehension is essential in the learning process, especially for EFL students. However, the students still tend to have problems in listening comprehension that hinder their learning performance. Additionally, the students in the recent semester are studying from home with different situations and equipment than in the listening class. This research aimed to identify the higher education EFL students' listening comprehension problems and the factor causing them. This research used the qualitative approach. It was found that the students had four major issues in learning to listen. The primary concern is unfamiliar words that the students encountered which slowed the students to think about the meaning of those words and missed the next part of the speech. They are also troubled with their memory because they may easily forget about the word they just listened to in the long-spoken text. The other problem is related to the rate of delivery, where the students are hard to keep up with the speaker if it is too fast. A variety of accents also troubled the students to understand the spoken text because they are not used to another accent than American. The main reason the students have these problems is that their lack of practice outside the listening class makes them lack vocabulary, anxiety, and nervousness while doing the listening task. It makes it hard to think and lose focus—lastly, poor-quality recording and noisy surroundings disturb their listening concentration.
... It means that the one listening must comprehend what the speaker is saying to them. Listening comprehension may be considered a linguistic and primary skill among the four language skills According to Rost (2011), if learners do not develop the listening abilities required to absorb the information at the appropriate level, they will miss the opportunity to learn a language. Hamouda (2013) also mentioned that listening abilities in a foreign language are essential for receiving language information while learning a language. ...
Of the four English skills, listening is the most important skill to be taught, and this process cannot be avoided by all teachers who teach English. However, some teachers still have problems teaching listening comprehension to students. This research aimed to discover the teachers’ problems in teaching listening comprehension at MA Patra Mandiri Plaju Palembang. Two participants were selected for this research. The researcher employed a purposeful sampling technique with a homogenous sampling teaching approach to choose the participants. The design of this study was qualitative research in the form of a case study. This study was conducted at MA Patra Mandiri Plaju Palembang; the researcher utilized one-on-one interviews through open-ended questions to collect data about the problems in teaching listening comprehension by following the interview guidelines. The data was analyzed by using a thematic analysis process. The results showed that there were some problems in teachers' teaching of listening comprehension at MA Patra Mandiri Plaju Palembang, which were divided into (a) students’ psychological factors (motivation, anxiety, and interest), (b) students’ background knowledge, (c) the attitude of students, (d) students’ lack of vocabulary, (e)teaching aids and media, (f) the material, (g) method of teaching listening, (h) fast speed of speech, (i) limited time.
... Listening is often defined using metaphors like "catching" information or "negotiating" outcomes and aligns with four orientations: receptive, constructive, collaborative, and transformative. It remains a dynamic, context-dependent process influenced by communication goals and societal expectations (Rost, 2011). It can be observed that over the past decade, the use of podcasts for developing listening skills has undergone measurable ...
... predominantly been examined from the teacher's perspective. Teachers' listening practices have been linked to the quality of teacher-student relationships and to students' learning outcomes (Bond, 2012;Rost, 2013;Schultz, 2003), as well as to effective communication with parents (e.g., McNaughton et al., 2008). Research on the effects of student listening, have mainly focused on the effects of observing recorded discussions conducted by others (Asterhan & Hever, 2015;Craig et al., 2009;Kuhn et al., 2024), rather than the listening behaviors of participants within the discussion. ...
Research on dialogic pedagogy has predominantly focused on effects of intervention programs and the teacher's perspective, with little consideration of how different students perceive, experience and participate in them and what drives their (non-)participation. In the present study, we distinguish between two complementary, yet distinct aspects of classroom dialogue participation: vocal contributions to reasoned discussion and attentive, active listening. Participants were 409 upper elementary students from 18 intact, heterogeneous language arts classrooms whose teachers voluntarily participated in an intervention program to promote dialogic classroom discussions. We gathered objective measures of students' individual prior achievement level, with a specific emphasis on identifying low achievers. We also collected subjective student self-reports on their own participation (both listening and talking), on their experiences during such classroom discussions (sense of impact and agency and perceived teacher support), and on two established motivational constructs (achievement goals and sense of belonging). Compared to their classmates, low-achieving students reported lower measures of both types of participation, but did not perceive receiving less teacher support during classroom discussion activities. Furthermore, Structural Equation Modeling revealed that both vocal participation and attentive listening were positively associated with a student's sense of impact and agency during discussions , perceived teacher support, and mastery goals. Attentive listening was also predicted by gender, and vocal participation by achievement level differences. However, individual performance-approach orientation and sense of belonging did not add substantively to participation differences. Implications for pedagogy, research and theory on dialogic pedagogy are discussed.
... Listening comprehension tasks are generally considered as real-time online activities that involve processing at semantic, syntactic, neurological and pragmatic levels (e.g., Buck 2001;Rost 2011). 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). ...
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.
... Intensive Listening ( Rost, 2002) (Fantahun, 2003 Post Listening Stage -التي (Fantahun, 2003) . (Underwood, 1989;Yagang, 1993 ...
The study aimed at investigating the estimation degree of Jordanians Arabic language teachers in upper basic stages of their listening comprehension teaching strategies practices, and whether would be statistical significant differences at the level (0.05=α) due to the variables of; gender, qualification, and teaching experience. To achieve the aims of the study the researchers developed an instrument consisted of (20) items distributed on listening comprehension teaching stages; pre, while and post listening stages. The sample of the study consisted of (64) Arabic language teachers in upper basic stage simply randomly selected from the schools of Irbid district center during the academic year 2014/2015. The results of the study revealed that the estimation degree of Arabic language teachers in upper basic stages of their listening comprehension teaching strategies practices was high, and there were no statistical significant differences in their practices due to the variables of; gender, qualification, and teaching experience.
... Intensive Listening ( Rost, 2002) (Fantahun, 2003 Post Listening Stage -التي (Fantahun, 2003) . (Underwood, 1989;Yagang, 1993 ...
The study aimed at investigating the estimation degree of Jordanians Arabic language teachers in upper basic stages of their listening comprehension teaching strategies practices, and whether would be statistical significant differences at the level (0.05=α) due to the variables of; gender, qualification, and teaching experience. To achieve the aims of the study the researchers developed an instrument consisted of (20) items distributed on listening comprehension teaching stages; pre, while and post listening stages. The sample of the study consisted of (64) Arabic language teachers in upper basic stage simply randomly selected from the schools of Irbid district center during the academic year 2014/2015. The results of the study revealed that the estimation degree of Arabic language teachers in upper basic stages of their listening comprehension teaching strategies practices was high, and there were no statistical significant differences in their practices due to the variables of; gender, qualification, and teaching experience.
... Uluslararası öğrencilere Türkçe öğretiminde dinleme becerisi kazandırmanın temel amacı, öğrencilerin dinledikleri metinlerde geçen kelimeleri tanıyabilmesi, doğru telaffuzları ayırt edebilmesi ve iletilen mesajı doğru şekilde anlamalarını sağlamaktır (Uslu Üstten, 2019). Rost (2011), dinleme becerisinin yabancı dil öğreniminde ©IJOESS kritik bir rol oynadığını ve dil öğrenimini kolaylaştırdığını belirtmiştir. Türkçeyi öğrenen bireyler, bu dilin ses, şekil ve cümle yapılarına yeterince hâkim olmamalarına ek olarak, günlük yaşamda farklı ortamlarda işitsel mesajlarla karşılaşabilmektedir. Bu mesajların çoğu, bireylerin aşina olmadığı sosyal ve kültürel içerikler taşıyabilir, bu da anlamlandırma sürecinde bazı zorluklara yol açabilir. ...
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.
... If he/she learns the text through hearing it, he/she will understand it. Rost (2002) defines LC as an interactive process in which listeners are involved in constructing meaning. Listeners comprehend the oral input through sound discrimination, previous knowledge, grammatical structures, stress and intonation, and other linguistic or non-linguistic clues. ...
Micro-Skill Clusters are different components of listening skill used by students to perceive what the speaker is saying and to interpret what they intend to mean. When students can use Micro-Skill Clusters, they can develop their learning in general and Listening Comprehension in particular. This study aims to identify and compare EFL university students' use of the listening micro skill clusters types at Tikrit and Kirkuk Universities, Colleges of Education-Department of English. The use of the listening micro skill clusters types are formulating content sense of an utterance, formulating a conceptual framework linking utterances, and interpreting (possible) speaker intentions at the two universities, EFL university students" using of the listening micro skill clusters types at the recognition and production levels in the two universities. The differences between males and females use of listening micro skill clusters at the two universities .A descriptive quantitative research design is adapted, and the sample of the present study is 227 in the third year of the Department of English, Colleges of Education at Tikrit and Kirkuk Universities, who were selected randomly. The study is conducted during the second semester of the academic year 2023 / 2024. The data was gathered using a diagnostic test that scored based on predefined scoring schemes to assess students' performance in listening comprehension. The current study's findings reveal that students at English departments and colleges of education at the universities of Tikrit and Kirkuk use MSC at a high level. Some conclusions, recommendations, and suggestions for further studies are presented in light of the results.
... Technology use substantially improves L2 listening comprehension (Hendy, 2013). Rost (2011) believes that listening is a dynamic process that involves meaning construction through engagement, imagination, and empathy. ...
The emergence of new technologies has urged researchers to investigate their efficiency in English language teaching classes. The current study compared the effects of Augmented Reality (AR) and Virtual Reality (VR) on EFL learners' listening and speaking skills. The participants were 30 intermediate male and female learners selected based on convenience sampling. They were assigned to AR-aided and VR-aided groups (n1=n2-15). They were homogeneous in general proficiency, listening, and speaking skills according to the results obtained from an IELTS at the onset of the study. The participants were exposed to 12 videos in AR and VR environments, followed by class discussions during the treatment. The videos had various topics to encourage learners to participate in classroom activities. Paired samples t-tests performed on each group's listening and speaking pretests and posttests showed statistically significant differences, indicating the usefulness of AR and VR technologies in promoting the skills. However, Multivariate Analysis of Variance (MANOVA) showed no significant differences between the listening and speaking of the AR-aided and VR-aided groups, indicating that both technologies similarly impacted the participants' oral communication skills. The study can give insights into technology integration to teachers, program developers, and administrators who search for innovations in L2 teaching.
... Both strategies have positive aspects; however, they sometimes overlook the listening skills required for rapid speech and understanding different accents. As a result, one is left with frustration and low self-esteem in communication scenarios (Rost, 2016). Solving these problems is made easier by the use of Artificial Intelligence (AI) in education. ...
AI is changing how listening skills are taught, addressing long-standing challenges like limited contextual knowledge, diversity in accents, rapid speech, and mother tongue influence (of learners and teachers). This paper addresses some benefits of integrating AI tools like Speech Ace and Listen wise in EFL classrooms, focusing on personalized learning experiences, real-time feedback, adaptive exercises, listening comprehension, and critical thinking. Pronunciation is promoted through repetition and interactive tasks through Speech Ace. Listenwise supports listening comprehension and critical thinking, banking on curated audio content and assessments. AI's Advantages and disadvantages require monitoring it for data privacy, accessibility allowance, and algorithmic bias. Teachers have a critical role as facilitators and guides trying to ensure the responsible and effective use of AI tools. Trainers maintain inclusive, engaging, and effective learning by employing AI-driven innovations. Lastly, this study highlights the critical issue of ethical usage of AI's potential for well-balanced language education that is innately accessible and innovative. Keywords Listening and SpeechAce; Listening and Listenwise; Listening in the age of AI; Leaner, instructor, and Artificial Intelligence; Judicial use of AI in the teaching of listening Introduction Listening is an essential aspect of English learning, and it has a considerable degree of difficulty for various reasons. One of the most pronounced hurdles is the vast variety of local accents, considering several countries where English is spoken. The exposure to several accents may overwhelm the students, mainly when they are used to only one English accent (Field, 2008). There are also problems with the rate of speech; when Goh (2000) states that as native speakers we tend to talk in our language comparatively faster than in any other language. Our rate of speech usually stays higher than the average understanding rate of the learners. Learners cannot understand every word or even the meaning of speech. Also, some learners have minimal chances to hear authentic spoken English for whatever reason, and this lack of access and opportunities reduces the students' potential to participate in satisfactory conversations in the target language (Krashen, 1988).
... Strategies connected to person knowledge include learners' perceptions of listening difficulty with their linguistic confidence and selfefficacy (Sparks & Ganschow, 2001). Directed attention is listeners' ability to maintain concentration by focusing harder or getting back on track when distracted (Rost, 2002). Mental translation strategies, or translating into the first language, are less frequent in more proficient learners and so should be limited or avoided (Vandergrift, 2003;Wang & McIntyre, 2021). ...
While cognitive and social-affective strategies have straightforward impacts on learners' academic performance attached to specific tasks in a communicative and student-centered language classroom, metacognitive strategies, with their vigorous power, are arguably worth more attention. This group of strategies plays a vital role in making students become more self-directed and autonomous learners. This paper reported on a study investigating Vietnamese university students' perception of using metacognitive strategies in their listening activities. Specifically, 140 English majors at the foreign language department of a university in Vietnam were involved in the study. Based on quantitative data from a questionnaire slightly adapted from Vandergrift et al. (2006), it was found that students in the study generally had a relatively high awareness of metacognitive strategies, with varying levels across the five subcategories of specific strategies. In addition, a comparison between the two groups (first-year and third-year students) showed minor differences regarding their listening strategy awareness. The findings suggested that metacognitive strategies should be encouraged, and listening strategies should be instructed early in English education programs.
... Melalui latihan mendengarkan yang intensif, siswa dapat mengembangkan keterampilan ini, yang pada gilirannya akan meningkatkan kemampuan berbicara mereka. Studi terbaru menunjukkan bahwa pendekatan pembelajaran yang menekankan pada latihan mendengarkan dapat meningkatkan pemahaman kosakata dan keterampilan berkomunikasi secara signifikan (Rost, 2020;Field, 2021). Keterampilan mendengarkan yang baik juga akan membantu dalam meningkatkan kemampuan berbicara mereka, karena pemahaman konteks yang lebih baik akan menghasilkan respons yang lebih tepat dan alami. ...
This service activity aims to improve children's English vocabulary, particularly adjectives, which will be useful later when describing tourist attractions around them. This may benefit children in promoting tourist destinations to visitors from other countries. Children will be taught to use simple English adjectives using the "Bubble Map" method. This activity targeted a total of 20 pupils from State Elementary School No. 2 Kabila Bone District, Bone Bolango Regency. This service activity will be limited to a single 90-minute meeting. It is intended that the "Bubble Map" method will help children improve their vocabulary of adjectives, particularly ones that may be used to promote tourist destinations around them. The bubble map method for teaching vocabulary to children has proven to be effective because it uses visualization to help children remember the relationships between words and can significantly improve vocabulary retention and understanding when compared to traditional teaching methods
... Include a focus on listening in an integrated-skills course, Use techniques that are intrinsically motivating, Utilize authentic language and contexts, Carefully consider the form of listeners' responses, Encourage the development of listening strategies, include both bottom-up and top-down listening techniques. Rost (2013) states about the four purposes of listening : orientation; receptive, constructive, collaborative, and transformative. ...
The goal of this study is to describe the problems faced by English teachers in teaching listening through songs for young learners. This study used descriptive qualitative design as the research design. The samples of this study were two English teachers in elementary schools. The data collection technique used in this research is through structured interviews. As for the results of data collection, researchers found several problems faced by English teachers in teaching listening through songs for young learners. These problems come from those faced by students, facilities at school, and the teachers themselves. These problems include students' psychological factors, namely motivation, students' background knowledge, students' attitudes, students' lack of vocabulary, teaching aids or media, and listening teaching methods
Listening in L2 Romanian: Why Function Words Go Unnoticed. Listening is a crucial but often overlooked component of second language (L2) acquisition. Despite its importance in developing linguistic competence, listening is frequently underemphasized in classroom instruction. This article examines L2 listening through the framework of cognitive linguistics, particularly cognitive grammar, which views language as an extension of general cognitive processes such as perception, memory, and categorization. By integrating insights from John Field’s research on input processing and Baddeley’s working memory model, we explore how L2 learners prioritize content words over function words in real-time listening. A small-scale empirical study was conducted with 37 students enrolled in a preparatory Romanian language course, using a paused transcription method to assess word recognition accuracy in speech. The findings confirm that L2 learners rely more on content words over function words, which is consistent with previous research in other languages. Notably, within function words, clitic pronouns and certain conjunctions were particularly difficult to recognize, suggesting that semantic schematicity and phonetic reduction play a key role in perceptual challenges. The study also highlights the continued reliance on top-down processing, even among B1-level learners, and the persistent difficulty in automatic segmentation of spoken input. Finally, the article argues for a reassessment of listening instruction, emphasizing explicit training in speech perception, function word recognition, and phonological processing. A balanced approach, combining comprehensible input, explicit instruction, and structured practice, is proposed to enhance L2 learners’ ability to process spoken language more effectively. Ascultarea în limba română L2: De ce cuvintele funcționale trec neobservate. În ciuda rolului esențial în achiziția limbii, receptarea mesajului oral este una dintre cel mai puțin reprezentate activități în predare. Perspectiva adoptată e cea a lingvisticii cognitive, mai precis a gramaticii cognitive, și valorifică o serie de studii dedicate în special decodării și recunoașterii cuvintelor în receptarea mesajului oral (Field 2009, Baddeley 2003). Scopul cercetării este ca, pornind de la un studiu empiric la scară mică, să aflăm în ce măsură vorbitorii de RLS prioritizează cuvintele cu conținut lexical față de cele cu conținut gramatical în ascultare. Metoda utilizată a fost cea a transcrierii cu pauză. Rezultatele confirmă faptul că vorbitorii de L2 se bazează mai mult pe cuvintele cu conținut lexical decât pe cele cu conținut gramatical, ceea ce este în concordanță cu cercetările anterioare pe alte limbi. În special, în cazul cuvintelor funcționale, pronumele și anumite conjuncții au fost dificil de recunoscut, probabil datorită schematismului semantic, formelor reduse din punct de vedere fonetic și poziției neaccentuate. Studiul evidențiază, de asemenea, înclinația spre o procesare vârf-bază, chiar și în rândul cursanților de nivel B1, și dificultățile întâmpinate de aceștia în segmentarea automată a inputului vorbit. În final, articolul pledează pentru o reevaluare a felului în care ascultarea e abordată în predare, subliniind importanța unor activități dedicate explicit decodării și recunoașterii cuvintelor, în special a celor cu conținut gramatical și relațional. O abordare echilibrată, care combină expunerea la input, predarea explicită și exersarea sistematică ar putea spori capacitatea cursanților L2 de a procesa mai eficient limba vorbită. Cuvinte-cheie: ascultare L2, segmentare, decodare, cuvinte funcționale, specificitate semantică, schematism semantic, lingvistică cognitivă, româna ca limbă străină Article history: Received 14 February 2025; Revised 4 April 2025; Accepted 7 May 2025; Available online 10 June 2025; Available print 30 June 2025.
Listening is one of the main components in English Comprehension, especial for EFL Learners in Indo006Eesia. However, some EFL learners in senior high school were still struggling with some of the listening methods and media provided by the school such as the bad quality of the audio, incomprehensive accent on the media, and sometimes, the media themselves were unavailable for students to access them. Because of that, the researcher suggested a short-video in a form of YouTube Shorts as a teaching tool for EFL learners in senior high school to help them enhance their listening comprehension. For this research setting, the researcher found the suitable school for the research at SMAN 1 Kademangan Blitar. This research is an experimental research with one-group pretest-posttest design. The quantitative data was the form of data collected in this research. The listening comprehension test was implemented as a form of data collection for this research. A purposeful sampling with consist of 32 tenth grade students from class X-10 at SMAN 1 Kademangan Blitar was the sample used for this research. Several procedures were conducted during this experiment such as administrating a tryout test at SMAN 1 Srengat Blitar, followed by a pretest, giving out the treatment, and providing a posttest exam at SMAN 1 Kademangan Blitar. The results of the experiments would then be measured and analyzed using SPSS 26 to measure the effectiveness of the treatment. The data analysis showed several results in different versions. Firstly, an improvement in mean value from 72.67 at pretest to 88.39 at posttest showed the first step of enhancement. Afterwards, the data were then calculated and analyzed by measuring it’s paired sample t-test and by indicating the significance of Tvalue and Ttable, the result of the analyzation showed that the Tvalue (10.524) was greater than Ttable (2.052). And finally, the significance of the experiment were smaller than the two-tailed significance (0.00 < 0.5). With the following results above, it was proven that the Null Hypothesis was rejected and the Alternative Hypothesis was accepted, meaning that there are significant improvement on senior high school’s listening ability. Making YouTube Shorts Video as an assessment tool effective to use in everyday learning.
This study examined the landscape of online teaching in Batam, Indonesia, focusing on pre-service teachers' experiences during the pandemic to provide insights crucial for the future of education. Using a qualitative approach, semi-structured interviews were conducted with seven EFL pre-service teachers engaged in teaching practice during the pandemic. Analysis revealed challenges related to unsupported facilities and inadequate infrastructure within school settings, particularly concerning internet accessibility and technological preparedness. These challenges impacted student engagement and interaction during online teaching sessions. Strategies proposed by pre-service teachers for overcoming these challenges include targeted training, collaboration between educational institutions and service providers, and a student-centric approach. These findings of this research underscore the importance of addressing both infrastructural issues and student needs to enhance the effectiveness of online teaching in Indonesia.
This research aimed to investigate the impact of the BBC Learning English application on listening skills among 10th-grade students in a computerized academic setting. The study involved 46 students from MAS TPI Sawit Seberang, divided into two groups of 23 students each. The experimental group utilized the BBC Learning English application, while the control group received traditional instruction. Employing a quasi-experimental design with pre-tests and post-tests, the experimental group also completed a questionnaire. Statistical analysis revealed significant differences (α = 0.05) in post-test listening scores, favoring the experimental group. Additionally, "strongly agree" and "agree" were the most common responses regarding the application’s usability, indicating a positive effect on students' attitudes. The findings suggest practical applications for integrating technology into English language instruction, highlighting the potential of digital tools like the BBC Learning English application to enhance listening skills. This study contributes to the theoretical framework of English Language Teaching by demonstrating the effectiveness of technology-mediated learning and its impact on student engagement and skill development. Therefore, incorporating the BBC Learning English application into listening skills instruction is recommended.
Мета даної статті – показати та проаналізувати сучасні методи аудіювання, в даному випадку автентичні пісні, як одного з найважливіших чинників розвитку комунікативних навичок студентів немовних спеціальностей під час занять з англійської мови. Під час вивчення такого виду аудіювання, використовувались такі методи , як: описовий метод, метод аналізу та синтезу. Проаналізовано вплив аудіювання на розвиток комунікативної компетенції студентів. Також надано розроблені приклади різних типів вправ, на основі автентичних пісень, для використання на заняттях з англійської мови. Аудіювання дає можливість розширити активний лексичний склад іноземної мови та її граматичні особливості. Безперечно, аудіювання, як вид мовленнєвої діяльності, відіграє важливу роль у реалізації освітніх і виховних завдань, є ефективним засобом навчання іноземної мови у ВНЗ. Існує два найважливіших види аудіювання. Розрізняють комунікативне аудіювання та навчальне аудіювання. Навчальне аудіювання розглядається як засіб навчання, є способом введення нового лексичного матеріалу, створення слухових образів мовних одиниць, формує основу для оволодіння усним мовленням, покращення комунікативних навичок. Отже, можна зробити висновок, що навчання аудіювання, за допомогою автентичних пісень, є дуже цікавим, навчально-пізнавальним процесом, за умови правильної мотивації студентів. Аудіювання – це основа спілкування, і з цього починається оволодіння усним спілкуванням. Завдання викладача йти в ногу з сучасністю, щоб зробити рутинні заняття цікавішими. Оволодіння цією навичкою забезпечує успіх спілкування, яке полягає в здатності говорити та розуміти англійську мову. Використання аудіювання на заняттях з іноземної мови на неспеціальних факультетах допомагає зробити навчання різноманітним, закріпити здобуті уміння та навички, сприяє тренуванню слухової пам’яті.
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 paper presents the description of experimental research aimed at revealing the stages of listening comprehension skills development in students with low foreign language proficiency. The experimental group was formed as the result of a multi-component monitoring test. During the studies, special attention was paid to the facilitation of listening skills and a subsequent response to an oral message. The experiment was divided into three stages. The first one was dedicated to the formation of social language competence (the creation of neuron connections between a phoneme, a grapheme, and the acquisition of intonation of an English sentence). The second stage included listening comprehension training with both supporting texts and their gradual elimination. Such consistent transition made it possible to combine listening comprehension tasks with training active vocabulary and grammar, to accompany listening with visuals to include the cultural component in teaching the foreign language for specific purposes, to form skills to define the general idea of an oral message, etc. The third stage of our experiment proved to be challenging for students with low language proficiency. It was concluded that it would be more effective to proceed with the listening activities of the second stage but with the gradual introduction of oral responses to the listening activities.
There has been increasing interest in recent years in the use of out-of-class and extensive listening and various studies have explored its efficacy. However, there has been relatively little research into the appropriate methods of assessment for such tasks. Therefore, this study aims to explore the effectiveness of the assessment methods for out-of-class listening in use at a university in Japan. The test instrument used is a post-listening multiple-choice test, completed without the use of notes. A Rasch analysis was used to investigate test validation, and the results suggest that the test is valid, but there are areas for improvement in terms of reliability and distractor functioning. Implications for the assessment of out-of-class listening are discussed based on these findings. Keywords: out-of-class listening, Rasch measurement, assessment validation, multiple-choice tests, listening assessment
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.
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.
Nel presente articolo si intende riflettere sulla natura della comprensione orale, fornendo quadro di riferimento per la didattica dell’ascolto nella lingua seconda. Verranno presentati i risultati delle ricerche sulla comprensione orale e l’approccio didattico dell’ascolto. Inoltre, verrà fornito l’esempio di una delle possibili attività di ascolto nell’ambito della lingua seconda. L’attenzione alla problematica dello sviluppo della competenza di comprensione orale è dettata dalla constatazione di un basso livello di competenza di questa abilità da parte degli apprendenti della lingua seconda verificata: fra gli studenti ERASMUS in Italia; ma anche durante gli esercizi di comprensione orale svolti sia dagli studenti del terzo anno di laurea triennale sia del primo anno di laurea magistrale delle Lingue straniere all’Ateneum in Polonia durante l’anno accademico 2018-2019.
This study aimed to prove whether or not the use of Spotify can develop the listening comprehension of the tenth-grade students of SMA Negeri 2 Palu. The research design used in this study was a quasi-experimental design, and used a quantitative approach to analyze the data. The population of this study was the tenth-grade students of SMA Negeri 2 Palu. The researcher used purposive sampling and chose two groups: XD as the experimental group and XE as the control group, which each group consisted of 32 students. The instrument in collecting data was test (pre-test and post-test). The results of this study show that there is a significant difference in the increase in students' listening after being taught through the Spotify application. Data analysis shows that the tcounted (7,216) is higher than ttable (1,670) by applying a significance level of 0.05 with degrees of freedom (df) = 62. This means that the hypothesis is accepted. So, it can be said that Spotify can develop the students’ listening comprehension in learning English at SMA Negeri 2 Palu.
Artificial intelligence is something that is also part of the modern era and helping many people in English Learning, this study aimed to find out students' perception on the advantages of using QuillBot in their English learning, by looking at the benefits of the use of all classes of students in the English Teaching Department, how they perceive this application, to determine how many students use QuillBot, this is assisted by an Open-ended Question which is distributed in advance to classes 21-24 using Google form after the data is obtained then the data is classified into each class then interviewed, then the data is processed by transcribing and reducing the data until it gets saturated data from the perceptions of students in each class. The results found that there were 16 student perceptions about the use of QuillBot in English Learning that helped them in their Writing, reading, and Speaking skills, so it can be concluded that the use of QuillBot in English Learning provides many benefits.
The current reform of education in higher education institutions in Ukraine is aimed at the quality improving of education and teaching methods. More and more attention is focused on the problems of teaching foreign languages. Teaching listening seems to be very relevant as listening competence is an important component in the professional activity of a future specialist in any field. The article clarifies the essence of the concept of ‘listening which makes it possible to understand listening as an active conscious language process aimed at the recognising, perceiving, understanding and interpreting a sound message. It is noted that most often in the general sense listening is associated with the receptive type of speech activity. It is described that listening is divided into two types: guided listening and communicative listening. It is substantiated that instructional listening serves as a way of introducing language material, creating strong auditory images of language units which is a prerequisite for mastering oral language, formation and development of communicative listening skills, in particular, communicative listening is a receptive type of speech activity aimed at perceiving and understanding speech by ear when listening to it once. It is researched that depending on the communicative attitude, which focuses on the breadth and depth of understanding, the following types of listening are distinguished: skim listening, listening for detailed/selective comprehension, listening for partial comprehension, critical listening. Depending on the correlation with expressive spoken language and its form, which is perceived by ear, the following types of listening are distinguished: a component of oral communication, listening as perception by ear and dialogue comprehension as understanding of monologue speech aimed at transmitting information. It should be noted that at the present stage, the methodology of teaching listening is going through a new stage of development due to the introduction of computer technologies, Internet resources and distance learning courses into the educational process which has a very positive impact on future specialists.
Denne boka tar utgangspunkt i fremmedspråkundervisning, men er sterk preget av et interkulturelt perspektiv samt en studentfokusert og tilpasset tilnærming til undervisning. Med hensyn til det interkulturelle perspektivet, utforsker jeg forholdet mellom språk og kultur i det multikulturelle og flerspråklige klasserommet. Konteksten er norskundervisning på bachelornivå ved Babeș-Bolyai Universitet i Cluj-Napoca, Romania. Å integrere både språk og kultur i fremmedspråkundervisning er ikke bare et pedagogisk valg, men en nødvendighet fordi et nytt språk åpner dører til nye kulturer og forståelseshorisonter. Boka bygger på studentfokuserte undervisningsteorier og legger stor vekt på å identifisere de mest effektive metodene for å fremme tilpasset undervisning.
Nøkkelord for hele boka: interkulturell kommunikativ kompetanse, interkulturelt perspektiv, identitet, interkulturell kunnskap, interkulturelle ferdigheter, interkulturelle holdninger, lærerrollen, flerspråklighet, autentiske tekster, sammensatte tekster, formell læring, uformell læring, morsmål, fremmedspråk, digitale ferdigheter, individuelle egenskaper, språklig kompetanse, diskurskompetanse, sosiolingvistisk kompetanse, studentfokusert læring, faglig utvikling.
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.
This study investigated the effectiveness of AI-powered formative assessments, specifically using ChatGPT, to enhance listening comprehension among intermediate English learners. Sixty participants from a language institute in Rasht, Iran, were randomly assigned to either an experimental group that received AI-driven assessments integrated with continuous, personalized feedback, or a control group that underwent traditional summative assessments of learning to evaluate student learning after the instructional period. Both groups engaged with identical instructional content over 12 weeks, Data were collected through pre-tests, post-tests, and delayed post-tests to assess listening comprehension outcomes. Additionally, participants completed questionnaires and participated in semi-structured interviews to gather feedback on their experiences. The data analysis included paired t-tests to compare performance between groups and thematic analysis for the qualitative data from the surveys and interviews, allowing for a comprehensive evaluation of the effectiveness of AI-enhanced formative assessment. The results revealed that the experimental group significantly outperformed the control group in both immediate and delayed post-tests, underscoring the benefits of AI-driven feedback on improving short-term performance and fostering long-term retention. Additionally, participants in the experimental group reported higher levels of engagement, self-confidence, and autonomy. The study implies that AI-powered formative assessments can improve listening comprehension by offering instant, personalized feedback, but human support is essential to meet learners' emotional and motivational needs.
This article discusses the challenges faced by B1-level students in learning listening skills and offers practical solutions to address these difficulties. The problems identified include limited vocabulary, difficulty understanding fast speech and varied accents, the challenge of listening for specific information, inconsistent practice, cultural context misunderstandings, and passive listening habits. Solutions proposed include pre-listening vocabulary preparation, gradual exposure to faster speech, targeted listening tasks, and incorporating diverse materials to keep students engaged. Active listening strategies, cultural background information, and consistent feedback are emphasized as critical to improving students' listening comprehension.
Listening is a fundamental language skill that plays a critical role in the language learning process, particularly for school learners. Effective listening involves more than simply hearing words; it requires the ability to understand, interpret, and respond to spoken language in various contexts. Teaching listening subskills, such as recognizing key information, understanding context, identifying main ideas, and interpreting tone and emotion, is essential for developing students' overall listening comprehension. These subskills help learners process language in real-time, improve their communication abilities, and succeed academically. This study explores the importance of teaching listening subskills to school learners by analyzing how different subskills contribute to better listening performance. The findings suggest that structured listening instruction, which focuses on subskills such as predicting, inferring meaning, and distinguishing between literal and implied messages, enhances learners' listening competence and boosts their overall language proficiency. The study concludes that teaching listening subskills should be an integral part of language instruction, as it prepares students to handle real-life communication challenges more effectively and improves their academic outcomes across subjects.
Yabancı Dil Olarak Türkçe Öğretiminde Temel Kavramlar Sinem GÖNEN KAYACAN Türkçenin Yabancı Dil Olarak Öğretimi Tarihi Mustafa GÜNEŞ Türkçenin Yabancı Dil Olarak Öğretiminde Kültürel Etkileşim Ayşegül BAYKAN Türkçenin Yabancı Dil Olarak Öğretimi Yaklaşımları Ersoy TOPUZKANAMIŞ Türkçenin Yabancı Dil Olarak Öğretiminde Yöntem ve Teknikler Emine SUR Diller İçin Avrupa Ortak Başvuru Metni ve Dil Öğretimi Ömer Faruk İPEK Yabancı Dil Olarak Türkçe Öğretiminde Okuma Becerisi ve Uygulama Örnekleri Gülan KALI Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Becerisi ve Uygulama Örnekleri Handan ÇELİK Yabancı Dil Olarak Türkçe Öğretiminde Konuşma Becerisi ve Uygulama Örnekleri Hatice GÜNEŞ Yabancı Dil Olarak Türkçe Öğretiminde Yazma Becerisi ve Uygulama Örnekleri Ersoy TOPUZKANAMIŞ Yabancı Dil Olarak Türkçe Öğretiminde Dil Bilgisi Öğretimi ve Uygulama Örnekleri Merve SUROĞLU SOFU Yabancı Dil Olarak Türkçe Öğretiminde Söz Varlığı Öğretimi ve Uygulama Örnekleri Hilal GÜRLER Yabancı Dil Olarak Türkçe Öğretiminde Ölçme ve Değerlendirme Mahir KAVUN Yabancılara Türkçe Öğretimi ile İlgili Kurum ve Kuruluşlar Hilal GÜRLER Selçuk GÜRLER Yabancı Dil Olarak Türkçe Öğretiminde Güncel Sorunlar Ahmet Cihan BULUNDU
The implementation of technology in language teaching is essential, as it can have a positive impact on the learning and teaching environment. For example, podcasts have been proven to be helpful to support learning. Therefore, the current study examines the use of podcasts to educate EFL learners about the important controversial issue of sustainability. In an exploratory stage of action research, a survey was conducted to evaluate the satisfaction of a convenience sample of 25 undergraduate EFL learners being educated about sustainability, following their use of podcasts on the topic as part of an English language listening and speaking course. The results revealed positive responses from the participants. As such, this study recommends the use of podcasts to educate EFL learners about sustainability through the medium of English and will proceed to further implementation.
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