Improving High School English Language Learners' Second Language Listening Through Strategy Instruction

Abstract

High school English language learners need strong oral comprehension skills for access to oral content in their academic classes. Unfortunately, instruction in effective listening strategies is often not part of their English as a Second Language (ESL) curriculum. This study tested the hypothesis that targeted listening strategy instruction in the ESL classroom results in improved listening comprehension that can be useful in English language learners' academic content classes. After receiving 15 listening strategy training sessions, participants showed a statistically significant improvement in discrete and video listening ability, as well as note-taking ability. This study suggests that targeted listening strategy instruction should be part of the ESL curriculum. Sources for designing and implementing effective listening strategy instruction are provided, and research needs and designs are suggested.