"Listening should be done communicatively": Do task-supported language teaching and post-task self-reflection facilitate the development of L2 listening proficiency?

Abstract

Developing second language (L2) listening skills is one of the goals in L2 teaching and learning. Despite its importance, there are insufficient empirical studies experimenting with teaching methodologies for L2 listening in actual classroom settings. Even less information can be found regarding the effects of a widely supported teaching approach, task-based or task-supported language teaching, on L2 listening proficiency. Adopting a quasi-experimental (pre-post-test) design, this study investigated the effects of task-supported language teaching (TSLT) and a post-task self-reflection technique on the listening proficiency development of 60 English-as-a-foreign-language (EFL) learners in a semester-long course at a university in China. Besides the statistical analyses of the pre-test and post-test scores, the learners' input in the self-reflection worksheets with open-ended questions was qualitatively analysed. Their perceptions, captured by an open-ended survey, together with the instructor's interview data, were also analysed to triangulate and supplement the other data sources. The findings revealed the positive influence of TSLT on L2 listening proficiency development and the positive viewpoints of the stakeholders. Self-reflection, however, was not so effective in enhancing L2 listening proficiency. The findings contribute to teaching and learning L2 listening with suggestions revolving around issues related to task design, implementation, and teaching procedures.