Use of Video-Based Listening Activities to Improve Students’ Listening Comprehension

For English teachers listening fluency is a fundamental competency for their professional development. Listening is one of the most complicated and problematic aspects of learning English, as it leads to high mental strain. The objective of the research is to study mobile learning as a means to improve listening comprehension skills of the future English teachers. The tasks of the research are as follows: to identify and work out the theoretical framework for mobile applications use and their role in teaching English; to present the pilot study of the role of mobile learning in students’ autonomous work, in particular for listening comprehension skills improvement. The following methods were used: theoretical (theoretical-and-methodological analysis, classification and systematization of scientific sources, comparison and generalization of the theoretical and experimental research data), empirical (observation, testing), data processing methods (generalization and systematization of qualitative and quantitative results of the empirical research); methods of mathematical statistics (evaluation of experimental data by the arithmetic mean calculation). Upon the theoretical analysis results, the categories of mobile applications and their role in teaching English were identified. The survey showed that the students use mobile learning insufficiently and ineffectively. The research on the use of mobile learning as a means to improve the future English teachers’ listening comprehension skills was conducted. This required selection of several mobile applications (Duolingo, LinguaLeo, Learning English with New York Times, Polyglot 16 EnglishPod - Learn English, Bussu), the main selection criterion being the availability of tasks and texts for listening. The results of the term listening comprehension test showed that the students of the experimental groups who studied using mobile learning scored higher than those of the control groups, which proved relevance and effectiveness of mobile learning use as a means to improve the future teachers’ of the English language listening comprehension skills.

استهدف هذا البحث دراسة فاعلية برنامدج تدريبي قائم على استراتيجية التصور الذهني في تنمية مهارات الفهم الاستماعي لدى معلمي اللغة العربية بالمرحلة الإعدادية، واستخدم البحث المنهج شبه التجريبي القائم على المجموعتين، التجريبية التي درست البرنامج، والضابطة التي لم تدرس البرنامج، حيث بلغة المجموعة التجريبية (40) معلما ومعلمة، وبلغت المجموعة الضابطة أيضا (40) معلما ومعلمة، واستخدام البحث الحالي مجموعة من الأدوات تمثلت في: استبانة لتحديد مهارات الفهم الاستماعي لدى معلمي اللغة العربية بالمرحلة الإعدادية، واختبار تحصيلي في مهارات الفهم الاستماعي، لقياس الجوانب المعرفية، وأربعة مقاييس متدرجة، مقياس متدرج لقياس مهارات الفهم الاستماعي المباشر، ومقياس متدرج لقياس مهارات الفهم الاستماعي الاستنتاجي، ومقياس متدرج لقياس مهارات الفهم الاستماعي الناقد، ومقياس متدرج لقياس مهارات الفهم الاستماعي الإبداعي، بالإضافة إلى البرنامج التدريبي، ودليل المدرب، وبعد التطبيق القبلي لأدوات البحث، على المجموعتين التجريبية والضابطة، تم تدريس البرنامج للمجموعة التجريبية، ثم التطبيق البعدي لأدوات البحث على المجموعتين التجريبية والضابطة، وحساب الفروق بين المجموعتين، أسفرت النتائج عن الآتي: - وجود فروق دالة إحصائيا عند مستوى 0.05 في الاختبار التحصيلي الخاص بالجوانب المعرفية لمهارات الفهم الاستماعي لصالح المجموعة التجريبية التي درست البرنامج. - وجو فروق دالة إحصائيا عند مستوى 0.05 في المقياس المتدرج لمهارات الفهم الاستماعي المباشر، لصالح المجموعة التجريبية التي درست البرنامج. - وجود فروق دالة إحصائيا عند مستوى 0.05 في المقياس المتدرج لمهارات الفهم الاستماعي الاستنتاجي، لصالح المجموعة التجريبية التي درست لبرنامج. - وجود فروق دالة إحصائيا عند مستوى 0.05 في المقياس المتدرج لمهارات الفهم الاستماعي الناقد، لصالح المجموعة التجريبية التي درست البرنامج. - وجود فروق دالة إحصائيا عند مستوى 0.05 في المقياس المتدرج لمهارات الفهم الاستماعي الإبداعي، لصالح المجموعة التجريبية التي درست البرنامج. حيث تؤکد هذه النتائج فاعلية البرنامج التدريبي القائم على استراتيجية التصور الذهني في تنمية مهارات الفهم الاستماعي لمعلمي اللغة العربية بالمرحلة الإعدادية. The effectiveness of training program based on mental perception in developing listening comprehension skills to preparatory Arabic language teachers. By: Dr. Badaway Ahmed Mohamed el- Tayeb Associate professor of curriculum and methods of teaching Arabic language at the National Centre of Examinations and Educational evaluation. Abstract This research aimed at examining the effectiveness of a training program based on mental perception strategy in developing listening comprehension skills to preparatory Arabic language teachers. This research employed the quasi experimental method based on an experimental group (40 teachers) Which studied the program and a control determine listening comprehension skills to research used a group of tools included a questioner to determine listening comprehension skills to preparatory Arabic language teachers. It also included listening comprehension skills achievement test to measure the cognitive aspects. For scaled measures were also included to measure direct listening comprehension skills. There was also a scaled measure to examine detective listening comprehension skills. There was also a scaled measure to examine detective listening comprehension skills. A scaled measure for testing critical listening comprehension skills, A scaled measure for testing creative listening comprehension skills. In addition to the training program and measure for testing creative listing creative listening comprehension skills. In addition to the training program and the trainer guide. After the pre administration of the research tools to both the experimental and the control group, the program was conducted to the experimental group. Then post administration the control group, the program was conducted to the experimental group. Thin post administration of the research tools to both the experimental and the control group, for the purpose of measuring the differences in data resulted. Results were as follows: There were statistically significant differences at 0.5 level in the achieverment test to cognitive listening comprehension skills in favour of the experimenta group. There were statistically significant differences at 0.5 level in the scaled measure of direct listening comprehension skills in favour of the experimental group. There were statistically significant differences at 0.5 level in the scaled measure of detective listening comprehension skills in favour of the experimental group. There were statistically significant differences at 0.5 level in the scaled measure of critical listening comprehension skills in favour of the experimental group. There were statistically significant differences at 0.5 level in the scales meaaure of creative listening comprehension skills in favour of the experimental group. All results verified the effectiveness of a training program based on mental perception in developing listening comprehension skills to preparatory Arabic langua

This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control group; and (3) Finding out differences in listening motivation scale scores regarding experimental and control group. Three instruments – designed by the researchers – that include: (listening comprehension skills checklist, listening comprehension skills test and listening motivation scale) were used. Results showed that the regular method used to teach listening is not as significant as the shadow reading strategy that developed listening comprehension skills and motivation. Consequently, the experimental group students outperformed their counterparts (the control group) in listening comprehension skills and motivation scores.

This study investigated the effectiveness of Online Dynamic Assessment in improving listening comprehension skills of engineering students. The study employed two instruments: Listening Comprehension Skills Checklist; and Listening comprehension Skills Test. The checklist was intended to determine the most important listening comprehension skills required for engineering students. Hence, it was administered to a sample (n=30) that included 10 engineering students,10 in-service engineers and 10 staff members of English as a Foreign Language and English for Specific Purposes. This study adopted the pre/post-test one group quasi-experimental design. The proposed program was applied on a sample of 16 students at the second year of the College of Engineering and Technology, Arab Academy for Science Technology and Maritime Transport. The program lasted for 9 weeks. Then to measure its effectiveness, subjects' mean ranks on the pre-program administration of listening comprehension skills test were compared with their mean ranks on the post-program administration of the same test. The results indicated a significant improvement in engineering students' listening comprehension skills. This improvement can be interpreted in the favour of the effectiveness of the online dynamic assessment proposed program.

The present study investigated the use of the iBrainstorm app in a collaborative argumentation-based learning context for developing listening comprehension skills by EFL learners. Two groups of students were formed. All of them studied English as a foreign language at the BA level at Bu-Ali Sina University, Iran. Participants were assigned to groups at random. Participants took a pre-test of listening comprehension skills before starting the programme. The control group listened to authentic audio tracks in English and discussed their contents, watched authentic English movies, discussed issues in the movies in pairs in the classroom. The experimental group spent part of the time on theoretical explanation of, and practical exercises with, argumentation-based learning by the iBrainstorm application. The total instruction time was the same for two groups, i.e., 32 hours. Students then took a post-test and, a month later, a delayed post-test in listening comprehension skills. The results show that the use of the iBrainstorm app significantly improved the students’ listening comprehension skills, and significantly more so than those of the control group. These results have pedagogical implications for curriculum designers, material producers, and all who are involved in language study and pedagogy.

Listening comprehension is a critical component of English language acquisition and a core foundation for effective communication and language development. This study investigates the impact of gamified and non-gamified AI-driven learning systems, Duolingo and Replika, on the improvement of English as a foreign language (EFL) listening comprehension. A concurrent mixed methods design was used to collect data from 53 Iranian high school students (aged 14–15) residing in Tehran Province. Quantitative data were collected through researcher-developed pre- and post-intervention listening comprehension assessments and a perception questionnaire, while qualitative data were derived from classroom observation checklists and semi-structured interviews (n = 15). Students were randomly allocated to two groups: Duolingo (n = 27) and Replika (n = 26), who participated in a 12-week intervention consisting of 24 sessions. Duolingo uses gamified elements such as rewards and points to increase engagement, while Replika uses conversation-based interactions. Quantitative analysis revealed significant improvements in listening comprehension for both groups, with the Duolingo group showing higher engagement metrics. Qualitative findings showed that Duolingo's adaptive algorithms and gamification elements fostered a more engaging and personalized learning experience. The study highlights how these AI-driven systems address previously overlooked aspects of EFL instruction through personalized, data-driven pathways, effectively improving adolescents' listening comprehension skills. The research reviewed here highlights how these systems address previously overlooked aspects of EFL instruction, particularly in improving adolescents' listening comprehension skills. By focusing on personalized, data-driven pathways, the study demonstrates how intelligent learning platforms can fill gaps in traditional teaching and effectively improve listening comprehension - a critical yet often underemphasized skill in language teaching.

Listening-comprehension is the most difficult type of speech activity that occurs in an artificial language environment. The primary condition here is the intuitive perception of the content and meaning of the spoken text simultaneously, as well as the recognition of lexical and grammatical material within the speech. The role of the productive performer (the speaker) is to select and adapt the lexical and grammatical elements stored in long-term memory during the expression of ideas, while the receptive performer's (the listener's) attention is focused on receiving the speech flow, correlating the grammatical features and lexical meanings of words within the same timeframe, and understanding the speech. In this process, the speech analyzer plays a significant role. It should not be forgotten that the perception of form and content in the native language occurs at the same time, while the attention of the listener is focused solely on the content. In a foreign language, this causes some difficulties if the form is not automated enough. However, the main goal in the formation of listening-comprehension skills should be to ensure the understanding of form and content at the same time. The relevance of a dissertation aimed at improving English language teaching methodology primarily arises from this necessity. To achieve a positive outcome, there is a need to investigate methodical approaches that are scientifically substantiated and tested experimentally. As we know, speech activity is carried out in four types: listening comprehension, speaking, reading, and writing. According to the nature of verbal communication, the types of speech activity are divided into types that form oral and written communication. Speaking and listening-comprehension are speech activities that realize oral communication. In relation to speech, the different types of speech activity mean the formation and expression of thoughts in various ways. If we take speech as a method of formation and expression of ideas through language, then this classification creates different forms of speech. Here, we would particularly like to emphasize that the types and forms of speech are completely separate concepts. There are three forms of speech: external oral, external written, and internal speech. Speech is the formation and expression of ideas in the oral form of communication by an external oral method. Types of speech activity differ from each other in the nature of the interrelation controlling this process. In speaking, a kinesthetic interrelation is created from the executive organ, that is, the articulation apparatus, to the program of the brain that creates this process. This muscle-related interrelation acts as an internal control. In addition to internal interrelation, there is external interrelation based on listening. Therefore, listening-comprehension is not a type of speech activity, but a form, and it combines speaking and listening-comprehension as a type of speech activity. To learn speaking in a foreign language, it is necessary to establish a continuous articulatory-auditory connection, which conditions the success of internal speech. There is only one way to create such relationships. The intensive use of auditory expression with a proactive character in practice. By doing all this, you should be able to adjust the pace of your inner speech to the announcer's pace through repeated listening. The principle of the development tempo of internal speech has been actively used by us in the first and second stages of teaching. Thus, it can be said that in the initial stage of listening comprehension, repeated listening tunes the student's voice apparatus to understanding the speech heard in a foreign language. Additionally, repeated practice generates auditory patterns of words, which not only plays an invaluable role in perceiving speech but also in improving subsequent speech production. In addition to using methodical tools and properly organizing the teaching process in order to facilitate the issues posed by listening-comprehension teaching, careful selection of audio materials that match the levels of language learners plays a big role.

English language proficiency is the main goal of any learner of a language. Speaking and listening are major components of key skills and literacy qualifications. We need listening skills to understand and to be understood. It has become one of the most important factors of success and excellence for students who wish to speak, understand, advance their career path or continue their education abroad. When students listen to the English language, they face a lot of listening difficulties. This paper examines the teaching of listening comprehension at Misurata preparatory schools. It investigates the challenges that students face in learning listening comprehension skills. Students move to secondary education without a suitable foundation for listening comprehension skills. For this reason, the present study attempts to investigate some listening hindrances faced by students at preparatory schools to elicit their views about listening comprehension skills. This study reports the factors that the students believed had influenced their listening comprehension skills at Misurata preparatory schools. It is an effort to generate awareness among teachers, educators, language policymakers, and learners of English about the proper implementation of this important receptive skill. Data was gathered through a questionnaire from the students' responses. A qualitative method was adopted to analyze the obtained data. This study revealed that listening comprehension is hindered by: limited knowledge of words, accents, phonological difficulties, speech rate, insufficient practice of listening skills in the classroom, inadequate time to teach listening skills, and students are not encouraged to listen to programs outside the classroom.

To enhance the motivation of left-behind vocational students to learn English, exploring innovative ways of learning English suitable for such students. This study investigates the effectiveness of game-based listening activities in improving English language learning among left-behind vocational students in China. Employing a quasi-experimental design, the research examined the impact of the intervention on learning motivation and listening comprehension skills, while considering the moderating effects of self-esteem and various environmental factors. A sample of 198 left-behind vocational students participated in the study, with 99 in the experimental group and 99 in the control group. Results revealed significant improvements in overall motivation (d = 0.79) and listening comprehension skills (d = 0.92) for the experimental group. Notably, intrinsic motivation showed a larger increase (d = 0.85) compared to extrinsic motivation (d = 0.31). Self-esteem was found to moderate the intervention's effectiveness, with higher self-esteem associated with greater improvements. Environmental factors, particularly access to technology and school support, significantly influenced learning outcomes. The study provides evidence for the efficacy of game-based approaches in addressing the unique challenges faced by left-behind vocational students and highlights the importance of considering individual psychological factors and environmental contexts in educational interventions. Future research should focus on the long-term efficacy, scalability, and methods to cater to students with varying levels of self-esteem and environmental support.

Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners’ performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners’ listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students’ listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

This paper examines the relationship between students’ listening comprehension skills and their opinions and interest in learning English. The participants were 514 ninth-grade students in public elementary schools in the Republic of Kosovo. A standardised listening comprehension test was used to assess students’ listening skills, followed by a questionnaire covering a range of opinions and interest in learning English. The results indicate a significant positive correlation between proficiency in English listening and factors such as interest in learning English, perception of English as a motivating skill, and lower levels of learning difficulty. In addition, favouring a dedicated language school for learning English was found to be a significant factor in English listening proficiency.

The purpose of this study is to investigate how gamification using Web 2.0 tools affects secondary school students’ listening comprehension skills on a German second language course. The sub-purposes are to investigate the study’s outputs, such as course interest and academic motivation. The design of the study was action research, which is one of the recognized methods of qualitative research. The participants of the study were 34 ninth-grade high school students (15 males, 19 females) aged 14 or 15 years old enrolled to a state-project school. Focus group interviews, both student and teachers’ reflective journals, and an academic achievement test were utilized to assess the participant students’ listening comprehension skills, and formed the data collection tools used to obtain detailed information about the research process. According to the findings of the study, the use of Web 2.0 tools enabled by way of the gamification method helped capture the students’ attention and strengthen the steps taken to improve their language learning skills. Although the students’ learning styles varied, one point of commonality was their use of gamification.

This scientific article examines the effectiveness of creativity and language learning strategies in foreign language teaching and the advancement of speaking, writing, reading, and listening comprehension skills. By employing multimedia resources such as videos, audios, and songs, the study aims to investigate the impact of these tools on language acquisition. Through a comprehensive analysis of various methodologies, the research reveals that integrating multimedia into language learning fosters a more engaging and immersive environment, leading to significant improvements in learners' linguistic abilities. The findings suggest that incorporating creativity and language learning strategies through multimedia can facilitate more efficient language acquisition and provide valuable implications for foreign language education practices. Highlights: Multimedia integration enhances language acquisition: The study demonstrates the positive impact of multimedia resources, such as videos, audios, and songs, on the development of speaking, writing, reading, and listening comprehension skills in foreign language learners. Creativity and language learning strategies promote engagement: The research highlights the importance of incorporating creative approaches and effective language learning strategies in foreign language teaching to create an immersive and stimulating learning environment. Implications for foreign language education practices: The findings provide valuable insights for educators, suggesting the integration of multimedia and the utilization of creativity and language learning strategies to enhance language acquisition and improve overall linguistic abilities in learners. Keywords: creativity, language learning strategies, multimedia integration, foreign language teaching, linguistic abilities.

This current research aims to improve students' listening comprehension skills using animation videos. The classroom action research was conducted at Senior High School 2 in Teriak, Bengkayang, with 34 first-grade students participating. These students faced challenges in comprehending word meanings, implicit messages, and explicit messages in audio. Over two research cycles, findings indicated that animation videos significantly enhanced students' understanding of simple past tense verbs. The videos provided repeated exposure to vocabulary and, through the combination of moving pictures and audio, helped students better grasp both implicit and explicit messages of the stories. Consequently, the researchers concluded that students' listening comprehension skills can be effectively improved through the use of animation videos.