Listening Activities Research Articles

Principled blended learning materials for language acquisition

(Invited Expert Article) This paper focuses on how the development of principled blended learning materials can facilitate the acquisition of an L2. By materials development I mean the design, production, and utilisation of anything intended to facilitate language acquisition. This could be a story, a listening activity, a debate, a photo, a video, a board game, a communication task, a blog, a discovery task, an advertisement, an e-mail or even a sequence of questions. By principled I mean informed by what we know from research and observation about what best facilitates language acquisition. By blended learning I mean learning which makes use of both face to face and a distance modes to facilitate language acquisition. And by the acquisition of an L2 I mean the gradual development of the ability to communicate effectively in a second or foreign language. To help learners achieve language acquisition I am advocating the principled design and use of blended learning materials. I am also specifying what I think are the four most important principles of language acquisition and for each one deriving and exemplifying principles and procedures of materials development.

“THE SMILE SQUAD” VIDEO TO IMPROVE STUDENTS’ LISTENING SKILLS AT THE ELEVENTH GRADE OF SMAN 4 BANGKALAN

The research aimed at improving the listening skill of The Eleventh Grade Students of SMAN 4 Bangkalan by using “Smile Squad videos” as learning media. It aimed to find and implement some actions to improve the listening skills. The research method was collaborative classroom action research, which was a dynamic and complementary process that included four important steps: planning, implementation, observation, and reflection. The researcher and teacher collaborated together to identify hurdles and weaknesses in the listening learning process, identify certain issues, and plan and implement the proposed measures. The first cycle's findings showed that students' listening skills increased as a result of extensive listening exercise. It was also discovered that watching the “Smile Squads videos” more frequently can help them improve their English. Students steadily improve their ability to detect more spoken English words, distinguish the similar pronunced words and find information from a conversation. The indicators of the success of the implementation were: (1) the students were more enthusiastic in doing listening activities; and (2) the students’ listening skill was improved. Furthermore, the findings were also supported by the means of the students’ listening score which improved from 58 in the preliminary study test to 80 in the cycle test.

Mobile Assisted Language Learning (MALL): Exploring the Students’ Experience on Listening Activities

The impact of Covid-19 disease requires the educational process have to be implemented in an integrated way with technology. Mobile Assisted Language Learning (MALL) as the recent methods becomes more popular because of these, where everything can be simplified by using mobile devices. This research aims at exploring the use of Mobile Assisted Language Learning (MALL) on students’ listening activities especially related to their leaning experience. This research investigated the use of various applications and learning resources that can be accessed by students by themselves. It also gave a description about the students’ experience in using the applications on their listening activities which is considered as learning activity that is integrated Mobile Assisted Language Learning (MALL) on the process. This study was designed as descriptive quantitative research. The participants involved in this study were 33 English Department students who taken listening subject. Questionnaire was used as instrument in collecting the data in this stud, and it was distributed by using Google form. It was found that Mobile Assisted Language Learning (MALL) support students’ listening activities through several recommended applications. Most of the students got better learning experience on their listening activities through exercises that they got from the applications they used. It means that Mobile Assisted Language Learning (MALL) brings a great learning experience on students’ listening activities. Therefore, it can be concluded that Mobile Assisted Language Learning (MALL) support students’ listening activities through several recommended applications.

MENINGKATKAN ENGLISH AWARENESS DENGAN FUN LISTENING ACTIVITY

Language awareness is a term that can help students use and learn English better. Language awareness that is owned will help motivate when someone learns a language. However, English as EFL (English as Foreign Language) in Indonesia presents a challenge to students who have minimal exposure to English. This community service aims to promote language awareness by using activities such as the interactive Fun Listening Activity. Respondents in this activity were parents of school students. The evaluation of this activity was considered good and enthusiastic parents could get ideas for a fun way of learning English for their children. After the community service activities were completed in the form of counseling, it can be concluded that respondents who took part in the activities were able to get new and fun ideas while learning English.

Hazırlık Sınıfı Öğrencilerinin Dil Becerilerini Hikâye Anlatımıyla Öğrenmesine Yönelik Tutumları

The aim of the study is to find out preparatory school students’ attitudes toward learning language skills via storytelling. The sampling of the study consisted of 48 students with A2 language proficiency level at a state university. Turkish students between the ages of 18 and 22 were selected as the sample. The sampling included 25 females and 23 males whose mother tongues were Turkish. A Likert scale questionnaire was administered to investigate the students’ attitudes toward storytelling. Due to validity and reliability concerns, the questionnaire was adapted from an attitude test which was designed and used by Kim and Mcgarry (2014). The results revealed that students might have positive attitudes toward storytelling activities. The participants showed more interest in listening to stories than they did in any other storytelling activities. Overall, they felt competent in receptive skills and enjoyed doing listening activities rather than speaking activities. Finally, the participants were found to believe that using storytelling activities in the classroom is not only beneficial for young learners, but also for adults.

The effect of linguistic choices in note-taking on academic listening performance: a pedagogical translanguaging perspective

Abstract The inherent complexity of listening activities poses considerable challenges to second language listeners. For decades, researchers have been exploring effective strategies to help improve L2 learners’ listening proficiency. Note-taking, which is frequently and strategically employed to complete listening tasks and to learn content, has also been examined extensively from various perspectives. However, it seems that little is known about the effect of L2 learners’ linguistic choices in note-taking on their listening performance. Employing pedagogical translanguaging as an analytical lens, the current research sets out to investigate whether or not L2 learners’ multilingual notes, compared to monolingual notes, significantly enhance their performance in academic listening activities. Conducted in a Chinese university EFL context, this study adopts a mixed-methods approach. A total of 90 participants were assigned to three groups and were asked to take notes in Chinese, English, and a combination of all languages, symbols, drawings, etc., respectively. Data were collected from the results of two listening tasks (a listening comprehension test and a retelling task), a questionnaire survey designed to focus on their attitudes to the linguistic choices they made in note-taking, and the multilingual notes taken. The findings revealed that students who were allowed to make full use of their linguistic and semiotic resources in note-taking were able to perform significantly better in both listening tasks. The same group of students also demonstrated a diverse and flexible mobilization of their multilingual and multimodal assets in the notes they took. This study provides evidence for applying pedagogical translanguaging as an effective approach in designing note-taking instructions. It is suggested that L2 learners should be encouraged to deploy their entire linguistic repertoire when taking notes during listening activities, which could lead to improved performance.

Khó khăn trong việc học kĩ năng nghe hiểu tiếng Anh của sinh viên chuyên ngữ và mối liên hệ giữa hoạt động nghe và đánh giá kỹ năng nghe tại Trường Đại học Vinh

This study shows an attempt to investigate the listening problems encountered by English-major students from Vinh university and then explored whether there exist inter-relations between English listening activities and English listening tests. A questionnaire is administered and sent out to 193 English-major students and the follow-up interviews are conducted to specify the findings. The results indicate that the students struggled with listening skills due to three main sources: speakers, listeners and materials. In addition, the findings also reveal that English listening activities are mostly aligned with given English listening test items. Finally, pedagogical implications are proposed to help EFL students enhance their listening skills and teachers to adjust their teaching methods appropriately.

THE EFFECTIVE OF USING PODCAST ON STUDENTS' LISTENING AND LEARNING MOTIVATION

Listening activities which are interactive processes need to be presented as interactive processes in learning to increase student motivation. This research was conducted to explore information about improving students' listening skills and interest in learning through the use of podcasts. Qualitative research methods were used in this research. Research on motivational teaching strategies that can improve students' listening skills. The strategy proposed here includes implementing Student Teams Achievement Division (STAD) using podcast media. Research shows that podcasts can not only improve students' listening skills but also increase their active participation in learning activities. Overall, this research shows that the development of English listening skills can be enhanced through podcasts.

USING LISTENING DIARY TO TRACK NON-ENGLISH-MAJORED STUDENTS' ONLINE LEARNING ON LEARNING MANAGEMENT SYSTEM

This study was carried out to examine if second-year non-English-majored students’ online listening learning in learning management system (LMS) can be improved through using listening diary and to investigate students’ attitudes towards this method. The action research used survey questionnaires with 53 students, group interviews with 30 students, an analysis of students’ 53 listening diaries in 10 weeks and teachers’ diaries at a Vietnamese university. The findings of the study showed that listening diary could be utilized as a pedagogical tool to help teachers understand and control students’ online listening activities. Besides, the data revealed that listening diary gave students a chance to identify their problems, encouraged them to be active in finding appropriate strategies for their listening as well as contributed to raising students’ interest in learning listening. It is recommended that this method should be widely recognized and applied to non-English-majored students to enhance the effectiveness of online learning.

The Use of Poetry Texts for Listening Skills in Teaching Turkish as a Foreign Language

The aim of this study is to contribute to the learning process with activities that will reinforce the language learning of the students by making use of the texts of poetry in the teaching of Turkish as a foreign language. For this purpose, poems suitable for the unit themes of the B2 level of the New Istanbul Turkish for Foreigners textbooks were determined and activities for these poems were designed. The data of the research, in which the qualitative research design was adopted, were obtained by document analysis. The target audience of the study is B2 level students. For this reason, firstly, the acquisition lists for the listening skill of the B2 level from the Turkish Curriculum for Foreigners were examined. The poems planned to be used in the study were selected by taking expert opinions from Turkish literature and Turkish poetry anthologies for the units of Turkish teaching books for foreigners and their achievements. Among the objectives of the study are to enable students to meet the important poets of Turkish literature, to develop their critical thinking skills and to gain a perspective on the subtleties of language. When the books are examined, it is seen that it is not common to use the texts of poetry in teaching Turkish as a foreign language. This study, titled "The Use of Poetic Texts for Listening Skills in Teaching Turkish as a Foreign Language" has been prepared to draw attention to the importance of the use of poetry in teaching Turkish as a foreign language and to contribute to its spread. In this study, poems were selected considering listening, contributing to writing skills, supporting speaking skills and teaching vocabulary, and original listening activities were designed in this direction.

THE CORRELATION BETWEEN LISTENING STRATEGIES AND LISTENING ACHIEVEMENT OF SEVENTH GRADERS AT SMP TRI DHARMA PALEMBANG

The purpose of this research was to find out (1) whether there was any significant correlation between listening strategies and listening achievement; (2) the most effective strategies being used by the students. The writers applied quantitative research method as design method. The results of the Pearson’s Product Moment correlation test showed that the obtained correlation coefficient data r-obtained (0.403) was higher than r- table (0.329). The level of probability (p) (sig.2-tailed) was 0.013. It means that p (0.013) was lower than 0.05, there was a medium correlation between the students’ listening strategies and listening achievement. It can be interpreted that the seventh-grade students realize that their listening strategies was very important and influential in the listening process. The researchers concluded that the use of strategy in listening was important, because the students can perform their listening activity better and well-structured if they applied strategy in their listening process. The strategy that commonly used by the students was metacognitive strategy. Those strategies are effective in helping students in their listening process. This study succeeded in investigating the correlation between listening strategies and listening comprehension and it impacts toward the seventh-grade students of SMP Tri Dharma Palembang in the academic year 2021/2022.

Critical Tracing of Arabic Language Acquisition in Indonesian Context

This study aimed to explore how Arabic phonological, vocabulary, and grammatical are acquired. A qualitative approach was used to deeply explore that acquisition. The results showed that the strategy of acquiring phonological aspects carried out by drilling audio listening activities, either in the form of lectures from native speakers directly or in the form of murottal, Netflix, YouTube, and online radio; while the vocabulary acquisition strategy is done by using an Arabic dictionary both online and offline, as well as reading more books, and news through online portals. Grammatical elements are acquired by directly reading nahwu and shorof books such as Jurumiyyah, Nahwu Wadhih, and Al-arabiyah baina yadaik practicing directly by studying Arabic sentences and practicing I'rab. The findings showed that the language acquisition process using various strategies can provide language acquisition of phonological, vocabulary, and grammatical aspects. Practical implications and further research to explore more diverse variables and more complex research methods are provided.

토픽 모델링(Topic Modeling)을 활용한 한국어 듣기 교육 연구 동향 분석

The purpose of this study is to analyze the research trends of Korean listening educational research papers and to suggest the direction of Korean listening education research based on the results. This study analyzed 389 articles related to “Korean Listening Education” that can be searched by RISS and KCI using topic modelling. According to the analysis, the research on Korean listening education has steadily improved. In addition, the analysis of the frequency of keyword “Korean Listening Education” showed that this topic has been studied with keywords such as “listening strategy”, “evaluation”, “purpose”, “listening tasks”, and “textbook”. Results also confirmed that the research on Korean listening education has been conducted under the themes of “listening activities and textbooks for each learner variable”, “listening lectures for academic purposes”, “characteristics of Korean listening textbooks and tasks”, “Korean proficiency test listening questions and evaluation studies”, and “strategies in Korean listening classes”. On the basis of the results, it was confirmed that the research on Korean listening education so far was focused on “listening textbooks” and “listening strategies” and “evaluation of the Korean language proficiency test”, and it was suggested that more various studies should be conducted in the future. (Pusan National University·Ewha Womans University)

Listening as productive skills: Reinventing classroom tasks

The article revisits the role played by listening skills in second language learning by challenging the perception of listening as a receptive skill. It argues that listening can be made productive by incorporating drama in classroom tasks to bring out more productive features of learning. To instantiate the implementation of drama, a listening activity is proposed with a framework. The article opens a new dialogue in scholarly characterisation of language skills through re-visualising what learners can perform during listening tasks as well as how this performance can stretch our conventional thinking about the nature of language practice.

The Regarded Listener

Current theories of human social interaction characterize interactants, both speakers and hearers, as possessing a rich cognitive and reflexive life achieved through collaboratively built action. However, prevailing transcription approaches, which tend to neglect listening activity, do not adequately incorporate such understandings of the phenomena they represent transcriptively. We review the history and scholarship of video-based studies of human sociality. We then present an example of horizontal transcription to demonstrate the utility of this approach in capturing the spatial, temporal, and visual components of human social interaction—in this case, that of young children telling stories as they are writing them.

A Multiple-Associations Approach to Teaching Technical Terms in English for Specific Purposes Courses

Teaching and learning of technical terms constitute a major problem for ESP instructors and students. To help the students learn, retain, apply and relate technical terms, a multiple-associations instructional approach that focuses on connecting the printed form of the technical term with its pronunciation (the hidden sounds, double and silent letters, and homophones), with its part of speech, singular or plural form, synonym or antonym, English and Arabic meanings, usage, component parts (prefixes, suffixes, roots), previously-encountered terms and others should be followed while presenting the new technical terms in business, computer science and engineering to the students. Categorization, association, and visualization skills and mnemonic approaches should be emphasized. Mind maps can be used to show those connections. Out of class, extensive listening and reading activities are also encouraged. Quizzes should require the students to make the multiple associations described in the article. The multiple-associations instructional approach proved to be effective in enhancing the learning of technical terms by EFL college students. Further recommendations for strategies that can be used in teaching multiple associations are given.

Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities

Fostering Iranian EFL Learners’ Listening Comprehension : Metacognitive Intervention through Integrated Experiential Listening Activities

EFL STUDENT’S DIFFICULTIES IN EXTENSIVE LISTENING ACTIVITIES: A THEMATIC CONTENT ANALYSIS

The study of extensive listening (EL) is a comparatively new field in comparison to its peer, extensive reading (ER). Extensive listening itself can be defined as an engaging and enjoyable listening activity that is beneficial in increasing one’s listening comprehension. Although there have been extensive studies in regards to the field of listening in general, the field of extensive listening receives relatively little attention. This study aims to uncover the difficulties encountered by EFL students in their extensive listening activities, and to contribute itself to the present gap of studies concerning extensive listening, specifically difficulties encountered in it. This study involves twenty-three EFL students under the class of listening for General Communication 1, and conducts a thematic analysis on the participants’ questionnaire and interview responses. The findings showed that the difficulties encountered by the participants in their extensive listening activities can be divided into three major categories, namely comprehension difficulties, technical difficulties, and motivational difficulties.

Embedding L2 Listening Homework in Metacognitive Intervention: Listening Comprehension Development

A review of the various approaches to L2 listening instruction suggests that they were more of text- or communication-oriented approaches and less of learner-oriented ones. More recently, the focus has shifted to engage L2 listeners in their own listening comprehension process through strategy instruction inside the classroom and strategy use outside the classroom. In this regard, Vandergrift and Goh suggested a metacognitive approach to L2 listening instruction in which listening homework is assigned to L2 listeners as an extensive listening activity. Thus, the present article reports on a qualitative study that explores the role of embedding listening homework in metacognitive intervention in the case of English as Foreign Language listening comprehension and the problems learners encounter during listening. A group of intermediate-level male and female learners (N = 25) speaking Persian as the first language participated in embedded listening tasks. As part of a metacognitive intervention, the learners were given listening homework for which they were requested to view five news programs drawn from the BBC website for 5 weeks and complete diaries with a self-directed listening guide before, during, and after watching the programs. Totally, 116 diary entries were analyzed and data about factors influencing their listening comprehension processes and the actual notes they took during planning, monitoring, and evaluating stages of listening comprehension were collected. To categorize and analyze the diary entries, Goh’s framework was used as the analytical framework. Results indicated that diaries with a self-directed listening guide served pedagogical purposes by raising the learners’ metacognitive knowledge and providing them with opportunities to plan, monitor, and evaluate their unseen listening processes. It helped listeners to reflect on their listening homework, find the gap, take action to resolve their listening problems, and experience a sense of achievement and confidence. Possible reasons for findings are outlined and recommendations for future research are presented.

A “Wake-Up Call” for EFL Students: Exploring the Metacognitive Learning Strategy in the Professional Listening Course

Compared to the cognitive strategies to solve students’ problems in English listening, studies on metacognitive strategies seem to be underexplored in Eastern Indonesian context. In order to contribute to this research gap, this study conducted an investigation on university students' awareness of metacognitive strategies. This mixed-method study used quantitative data from a questionnaire adopted from the Metacognitive Awareness Listening Questionnaire (MALQ). 178 English Education students (19-21 years old) at Pattimura University completed the questionnaire, and eight students were randomly selected to be interviewed to obtain qualitative data regarding their individual metacognitive strategies for planning, monitoring and evaluating their listening activities. The findings reveal more than 60% of the participants agree that they have a plan for their listening activities, can maintain focus during the activities, and evaluate how they performed. Qualitative data supported that the students do have a plan and monitor their learning process, as they can provide specific strategies of how they plan (e.g., taking notes, making sure that the room is suitable for listening tasks) and monitor (e.g., paying attention to keywords, using context to decipher audio’s meaning if they encounter unfamiliar words) their learning process. However, the students seem to be unable to explain or define precisely what metacognitive strategy is, indicating their lack of learning the self-reflection process. These results demonstrated a need for more explicit instruction of metacognitive strategies to improve the students’ learning process, which will be especially beneficial for the university's uniquely high-stakes course of Professional Listening.