Listening Comprehension Ability Research Articles

Efficacy of different rehabilitation therapies on post-stroke aphasia patients: A network meta-analysis.

Although several rehabilitation interventions are effective in post-stroke aphasia (PSA), the efficacy of different rehabilitation interventions compared to each other remains controversial. Here, we aimed to compare the effectiveness of varying rehabilitation interventions in PSA. Randomized controlled trials on 8 kinds of rehabilitation interventions to improve speech function in patients with PSA were searched by computer from 10 databases, including PubMed, Web of Science, Cochrane, OVID, CINAHL, Embase, CNKI, WanFang, CBM, and VIP. The search scope was from the establishment of the database to August 2023. The literature screening, extraction of basic information, and quality assessment of the literature were conducted independently by 2 researchers. Network meta-analysis (NMA) was performed using Stata 17.0 software. Fifty-four studies involving 2688 patients with PSA were included. The results of NMA showed that: ① in terms of improving the severity of aphasia, the therapeutic effects of repetitive transcranial magnetic stimulation were the most significant; ② motor imagery therapy was the most effective in improving spontaneous speech, repetition, and naming ability; ③ in terms of improving listening comprehension ability, the therapeutic effects of mirror neuron therapy was the most significant. The 8 rehabilitation interventions have different focuses in improving the speech function of PSA patients, and the clinical therapists can select the optimal rehabilitation interventions in a targeted manner according to the results of this NMA and the patients' conditions and other relevant factors.

인지처리 및 언어 기술에 기반한 난독증 하위유형 탐색: 잠재프로파일분석을 중심으로

This study classified Korean dyslexia into subtypes based on cognitive processing and language skills and examined the relationships between the strengths and weaknesses of the classified subtypes and reading achievement. The study participants were 206 children with dyslexia in grades 1-3 of an elementary school. The following variables were measured to classify dyslexia into subtypes: phonological awareness, letter knowledge, rapid naming, phonological memory, sentence memory, receptive vocabulary, and listening comprehension skills. Furthermore, the groups were compared in three reading achievement variables: word reading, reading fluency, and reading comprehension. The latent profile analysis identified four subtypes of dyslexia, including the “overall defect group” with overall difficulty in cognitive processing and language skills; “processing speed dominant group” showing strength in letter knowledge and rapid naming; “working memory dominant group” showing strength in phonological and sentence memory abilities; and “receptive language dominant group” with receptive vocabulary and listening comprehension abilities. The comparison of reading achievement between groups revealed that the “overall defect group” was characterized as having lower word reading and reading fluency than the other three groups, whereas the “receptive language dominant group” had strengths in reading comprehension. This is the first study in Korea in which an empirical and exploratory attempt has been made to classify dyslexia into subtypes beyond the limits of the theoretical framework. Moreover, the study results promoted an understanding of the heterogeneity of dyslexia through the strengths and weaknesses of subtypes based on cognitive processing and language skills and had implications for intervention.

A study on content validity of TEM4 listening comprehension (2016-2023)

Test for English Majors-Band 4 (TEM4) is a large-scale nationwide criterion-referenced test for English majors in Chinese colleges and universities. Since its implementation in 1990, there have been continuous studies on its validity. However, most focused on its reading comprehension section and were based on the traditional classification validity view. Moreover, TEM4 was officially reformed in 2016, especially its listening comprehension section, but relevant validity study is still limited. Therefore, this study aims to assess the content validity of TEM4 listening comprehension after the reform, attempting to enrich the relevant validity study, helping test developers improve question types and promoting the pedagogical teaching to strengthen college students’ listening comprehension ability. Based on Bachman and Palmer’s framework of task characteristics and reference to the interlocutor characteristics proposed by Weir, this study established its framework and analyzed quantitative statistics on the linguistic characteristics of TEM4 listening comprehension. Three dimensions are included in the verification framework: language input characteristics, expected response characteristics, and the relationship between input and response. The study found that the selected TEM4 listening comprehension tests meet the requirements of the teaching and testing syllabuses in terms of length, vocabulary, topic, speech speed, and accent; the question types and expected skills are varied with prominent emphasis; the range and scope of relationship between input and response align with the test proposition principle. All the research results demonstrated a high content validity of TEM4 listening comprehension since its reform in 2016.

The Influence of Situational Teaching on English Learning Experience and Outcomes of Primary and Middle School Students

As a non-English-speaking country, China's exam-oriented education focuses too much on writing and reading, while ignoring English as a practical subject. Some studies find that the situational teaching mode is conducive to improving this phenomenon. The more opportunities students have to practice, the more proficient they will be in learning English. This article uses the method of literature review to summarize the research literature on situational teaching in English classes in China. Generally speaking, the application of situational teaching in the English classroom of primary and secondary schools in China is still very rich and extensive, but there are still some defects. According to the existing literature, it can be seen that elementary school is the stage of English enlightenment, and the use of situational teaching can establish long-term interest in learning English for children. Due to the high academic pressure of middle and high school students, the implementation of situational teaching can provide students with opportunities for practical application in English learning. The English foundation of secondary vocational students is weak, and situational teaching is carried out around majors, which can improve students' interest in learning. In addition, the researches find that the fun, flexibility, and practicality of situational teaching can improve students' learning experience and stimulate students' interest in learning. For the shortcomings of domestic English education, situational teaching can improve students' oral English ability, listening comprehension ability, and autonomy in learning English.

Schema Theory-Based Situated Teaching Approach: Enhancing English Listening Comprehension Abilities among Chinese English Major Undergraduates

Schema Theory-Based Situated Teaching Approach: Enhancing English Listening Comprehension Abilities among Chinese English Major Undergraduates

Available Resources of English Story Telling on Spotify to Enhance Listening Comprehension Skills

Learning a new language encompasses various skills, including writing, reading, speaking, and listening. Developing listening comprehension abilities can be particularly challenging and requires consistent practice. An effective approach to improving listening skills is through exposure to audio storytelling. However, language learners often struggle to locate suitable content for this purpose. This study aims to identify and analyze audio storytelling resources available on the Spotify platform, specifically accessible to students. The analysis of these resources will facilitate a better understanding of their content and provide opportunities for practicing listening comprehension.The research adopts a qualitative approach, utilizing a content analysis method to evaluate the available content on Spotify. The researcher explored the platform to identify audio storytelling content and assess their potential for enhancing listening abilities. Factors such as content types, popularity, difficulty levels, and activity rates were considered during the analysis.The findings revealed three prominent channels on Spotify that specialize in audio storytelling content. These channels are popular among Spotify users, actively upload new content at least once a week, and offer content with varying difficulty levels. Each channel contains a rich collection of audio stories, encompassing grammatical and vocabulary aspects tailored to different difficulty levels, along with opportunities for exploring diverse cultures

DIJIFLYERS: İNGİLİZCE DİNLEME BECERİSİNİ GELİŞTİRMEK İÇİN BİR DİJİTAL HİKAYE ANLATICILIĞI PROGRAMI

The purpose of this study is to find out the impact of DigiFlyers, a digital storytelling program, on the listening comprehension and performance of young learners. It was critical to establish validity and reliability by examining the data from a variety of perspectives, the current study used a quasi-experimental research methodology to collect data from participants, employing both qualitative and quantitative methodologies. As quantitative data, participants' pre- and post-test results in Cambridge's YLE (Young Learners English) tests, Flyers, and the exam's listening portion were studied. After the pre-test, the experimental group was given DigiFlyers for eight weeks to see how it improved their listening comprehension and performance on the Flyers test for young English learners. The study's findings show a clear link between DigiFlyers and improved learners' listening skills in the Flyers test. In addition, participants were interviewed at the conclusion of the DigiFlyers program to collect their in-depth impressions about the digital storytelling program. Participants stated that DigiFlyers not only improved their grasp of English but also raised their enthusiasm to study English throughout the interviews. To summarize, the digital storytelling program, DigiFlyers is a useful solution for young EFL learners who need to improve their listening comprehension abilities and pass the Flyers' listening parts.

The Difficulties in Listening Comprehension of English Majored Freshmen at Tay Do University

The purpose of the proposal “The difficulties in listening comprehension of English majored freshmen at Tay Do University” is to help students understand that: Listening is a necessary skill in learning English and finding the difficulties that students meet when they learn listening comprehension as the problem about (vocabulary, grammar, speed, and pronunciation) in listening comprehension English majored freshmen at Tay Do University encounter. The participants of this research are 130 students of class Bachelor of English 14A, 14B, 14C course 2020-2024. The questionnaire and paper interview are two main instruments of this study. The expected outcomes of this research proposal will help students solve their difficulties in listening, improve their listening comprehension abilities and develop effective listening strategies.

High-level listening comprehension in advanced English as a second language: Effects of the first language and inhibitory control

AbstractEnglish is imposed as the language of instruction in multiple linguistically diverse societies where there is more than one official language. This might have negative educational consequences for people whose first language (L1) is not English. To investigate this, 47 South Africans with advanced English proficiency but different L1s (L1-English vs. L1-Zulu) were evaluated in their listening comprehension ability. Specifically, participants listened to narrative texts in English which prompted an initial inference followed by a sentence containing an expected inference or an unexpected but plausible concept, assessing comprehension monitoring. A final question containing congruent or incongruent information in relation to the text information followed, assessing the revision process. L1-English participants were more efficient at monitoring and revising their listening comprehension. Furthermore, individual differences in inhibitory control were associated with differences in revision. Results show that participants’ L1 appears to supersede their advanced English proficiency on highly complex listening comprehension.

Impact of Directionality on Student Interpreters’ Performance in Consecutive Interpreting

Studies showed that interpreters might differ in performance when it comes to directionality. Nevertheless, limited research has been undertaken concerning the impact of directionality on student interpreters’ performance in consecutive interpreting (CI), a type of interpreting categorised by the working mode. This study aims to investigate the relationship between directionality and performance by adopting a quantitative approach. Four student interpreters from a Chinese university were selected as samples with a homogeneity sampling method. The participants used Chinese as their first language (L1, or A language) and English as a second language (L2, or B language). Analytic rating scales were combined with propositional analysis to assign scores for different aspects of accuracy and completeness in the product of the CI test by student interpreters. To determine the impact of directionality on performance, paired samples t-test was adopted in the current study by testing the significance of the difference between two mean scores of the CI test. The results showed that directionality affected the performance of student interpreters. Overall, the participants performed better in the into-B direction than in the into-A direction. Thus, it is recommended that teachers pay more attention to training listening comprehension ability of the source text in into-A direction.

An exploration into EFL learners’ perspectives on online computerized listening comprehension dynamic assessment

As a part of a more extensive computerized dynamic assessment (CDA) project delivered through a dedicated website, www.lingeli.com, this study explores EFL learners’ perspectives on an online listening comprehension dynamic assessment software focusing on inferential listening skills while trying to minimize the guessing effect. The study participants were 94 Iranian EFL learners selected through convenience sampling to participate in a 1-month dynamic assessment targeting EFL learners listening comprehension using the developed software. The researchers involved half of the study participants in semi-structured interviews held in their native language (Persian) to shed light on the pros and cons of the software. Six major themes emerged from the interviews’ content analysis, encapsulating participant’’ generally positive perceptions and some negative perspectives about the software. They perceived the CDA software as novel and interesting, stress-relieving, supportive, convenient, and cost-effective in terms of time and money, and removing the time and location limitations. In contrast, a few others assumed it was time-consuming and stressful, with limited learning and ignoring the benefits of social aspects of teaching. The study’s findings recommend that learners’ perspectives be considered when developing future CDA listening comprehension software to increase the validity of CDA projects by addressing their drawbacks and fully implementing the CDA test's potential to enhance EFL learners’ listening comprehension abilities.

Content-Based Approach in Developing Listening Comprehension in English Language: Basis for Proposed Listening Activities

This study was based on the teacher's observations of the students' comprehension of questions, passages, and literary works during the listening session. One of the numerous reasons why listening comprehension is underestimated among the four macro skills is the lack of exposure to real-world content. Numerous listening resources also conflict with the students' real-world circumstances and past knowledge, making it difficult for them to stay involved in the course. This is the justification for the study's execution. In that situation, the researcher searched for strategies and listening practice materials to aid the students in developing their English listening comprehension abilities by turning to the content-based method for support and developed listening exercise materials that would aid in the English language learning of grade 8 children. Pre-experimental design with a single group pretest-posttest was the methodology employed in this study. Based on the pretest they took prior to the treatment, 100 eighth-grade students' listening comprehension abilities were evaluated. After that, a post-test was administered to gauge how well the treatment and content-based approach had worked. The researcher also used the following statistical software or formulas: Probability and percentage distribution, standard deviation, t-test, and weighted mean: Assuming Equal Variances for Two Samples.

Investigating the Relationship Among Metacognitive Awareness, Self-efficacy, and EFL Learners’ Listening Comprehension Performance

Listening comprehension is difficult for foreign language learners, but, in recent years, an increasing number of studies assert that enhancing learners’ awareness of listening metacognition and self-efficacy can help address this issue. Accordingly, this research sought to 1) investigate the level of metacognitive listening awareness in performing listening comprehension and 2) to examine the association between EFL students’ listening performance, self-efficacy, and metacognitive listening awareness. The sample comprised 256 third-year English-major students. Students’ self-efficacy and their metacognitive listening awareness were measured using the English listening self-efficacy scale and Metacognitive Awareness Listening Questionnaire (MALQ), respectively. Data were analyzed using descriptive statistics and Pearson correlation coefficient. The findings indicated that the students possessed a modest level of metacognitive listening awareness. A strong positive relationship was observed between MALQ scores and listening comprehension ability. Listening self-efficacy was also discovered to be associated with students' listening proficiency. Additionally, the results of this research indicated a significant association between self-efficacy and students’ awareness of listening metacognition. Overall, the results suggest that teaching EFL listening should place greater emphasis on learners’ metacognitive listening awareness and self-efficacy to improve their listening skills.

The Effects of Pop-Its on The Listening Comprehension Ability of Elementary Students

One of the most pervasive influences in recent pop culture media is the prevalence of fidget toy use in young children. Advertisers market these fidget aids as an evidence-based means of improving academic success through facilitating attention based tasks. The legitimacy of these claims has been contested through existent literature in addition to the deepening controversy surrounding the efficacy of various fidget aids including stress balls, fidget spinners, fidget cubes, and other toys of minimal physical and cognitive requirements. Another type of fidget aid whose use has become increasingly relevant amongst children is pop-its. This relatively new toy consists of a silicone tray with reversible, pokeable bubbles, similar to bubble wrap. The present study aims to evaluate the effects of pop-its on the listening comprehension ability of elementary students. Sixty students enrolled in the third grade at a public elementary school were recruited to participate in this study, which utilized a two-group experimental design. The mean scores of both the control and experimental group’s comprehension quizzes were calculated and a two-sample t-test was carried out to determine whether there was a significant difference between the pop-it and non-pop-it administrations. The findings of this experiment conclude that students in the no pop-it condition significantly outperformed the students in the pop-it condition, providing the first structured scientific inquiry into studying the effects of pop-its on a cognitive task.

Improving Performance and Metacognitive Awareness in Listening through Metacognitive Instruction for Chinese Language Learners

This article introduces the use of the Metacognitive Awareness Listening Questionnaire (MALQ) in Chinese learning to improve Singapore secondary students’ Chinese listening ability. The practice aims to promote students’ metacognitive awareness using a metacognitive approach through a series of activities centred on the MALQ. The results suggest that the metacognitive approach improved students’ listening comprehension ability as well as their metacognitive awareness, indicating the importance of incorporating MALQ-based strategy instruction into regular listening courses on a long-term basis.

Optimization Design and Implementation of Smart Multimedia College English Classroom Integrating Internet of Things Technology

With the rise of the Internet of Things technology and the improvement of college teaching requirements, more and more schools gradually use multimedia to carry out teaching activities for students. However, in today’s teaching environment, teachers’ teaching activities still do not get rid of the traditional thinking mode, and there is no fundamental change in teaching contents. In this context, the application of smart multimedia college English classroom teaching integrating Internet of Things technology was born. This paper mainly studied the optimization effect of smart multimedia integrated with Internet of Things technology on college English classrooms. The students of Baotou Medical College were taken as the research object; first, carry out information perception and data mining analysis work related to English, and finally, carry out diversified and situational teaching through smart multimedia. The degree of effect of optimization is reflected by the changes in the scores of students with different English abilities before and after. This paper mainly studied the optimization of college English classrooms with smart multimedia integrated with IoT, and the effect of optimization was reflected by the changes in the scores of students in Baotou Medical College before and after the experiment with different English abilities. This paper selected 10 sophomore students in Baotou Medical College and used their final English test scores as the benchmark to make statistics on different ability scores. Then, these students were given smart multimedia English classroom teaching activities, and they were tested on their English scores; a comparative analysis of the performance of different students with different English language skills before and after the test had to be done. The results showed that after 30 days of smart multimedia teaching, the English ability of 10 students has been improved. Among them, the average score of listening comprehension increased by 10.2 points, with the largest increase of 53.7%, and the average score of written expression ability increased by 1.1 points, with the smallest increase of 15.3%. Through a specific analysis of its ability, it was concluded that in terms of listening comprehension ability, the score of student 5 was improved to 13 points, the largest increase was 86%, the score of student 2 was improved to 7 points, and the smallest increase was 28%. In terms of reading comprehension, student 4’s score increased by 9 points, the largest increase was 56%, and the scores of students 2 and 9 were 2 points; the smallest increase was 7%. To sum up, the smart multimedia in the framework of the Internet of Things technology has a positive feedback effect on the optimization of college English classrooms, and different students’ different English abilities have been improved to varying degrees. This provides some guiding suggestions for the subsequent changes in the learning modalities of the undergraduate English classroom.

The Use of Movie to Enhance Undergraduate Students’ Listening Comprehension Ability

This study aims to determine the extent to which movie might enhance students' listening ability. The participants in this study were seventh-semester undergraduates from the Department of English Language Education at The University of Muhammadiyah Malang. Five of the class A students were selected to participate in the study. This study used a pre-experimental design for its investigation. Participants in the study were instructed to watch four Sherlock movie from the third season and then write a synopsis of each episode. Further, the synopsis data would be evaluated by software called P LEX to determine the extent to which the movie improves the listener's vocabulary. The result of the test indicates that watching movie significantly improves students' vocabulary acquisition. Among all research participants, vocabulary levels 1, 6, and 7 indicated the least improvement, ranging from 9 to 25.6 percent, while vocabulary level 3 demonstrated the greatest improvement, ranging from 99.1 to 143.5 percent. Furthermore, it can be seen from the data set that students comprehended the vocabularies effectively as they recalled the movie scenes and make an infer on what the scene’s context is about.

Simple View of Reading 읽기 모형 검증 연구

In this study, I conducted a verification experiment with 31 Chinese Korean learners to test whether the reading comprehension ability of Korean students can be explained by Gough and Tunmer's (1986) model of reading, the Simple View of Reading (SVR).
 There are two key aspects of SVR. First, reading comprehension can be divided into decoding and linguistic comprehension, and the lack of either means that reading comprehension will not progress. Second, D x L, the product of decoding and linguistic comprehension has a significant predictive power for reading comprehension. To test this model, in this study, vocabulary recognition ability and listening comprehension ability were assessed as measures of decoding skills and linguistic comprehension ability.
 The study results are as follows. First, the correlation analysis indicated that linguistic comprehension and decoding skills were significantly correlated with reading comprehension. Second, D x L showed the strongest correlation with reading comprehension and had a stronger predictive power for reading comprehension than the power of decoding or linguistic comprehension. Lastly, because of all the experiment participants being adult learners, linguistic comprehension carries more weight for reading comprehension than decoding skills. Therefore, the SVR reading model can be applied to explain Korean learners' reading comprehension abilities. Furthermore, though this verification experiment, a new perspective on the Korean learners' reading comprehension ability is provided.

The Interface Between Metacognitive Strategy Training and Locus of Control in Developing EFL Learners’ Listening Comprehension Skill

This study investigated the effects of metacognitive listening strategy instruction (MLSI) and learners’ locus of control orientation on the listening comprehension of EFL learners. 100 EFL students at the University of Zanjan and Imam Khomeini International University of Qazvin were randomly chosen. The participants were randomly assigned to an experimental group (N = 50) and a control group (N = 50). The experimental group received 10 weeks of treatment including 10 sessions of metacognitive listening strategy training. Both groups took the Metacognitive Awareness Listening Questionnaire and Rotter’s Internal-External Locus of Control Scale before the treatment sessions. Then, they took the listening pre-test and after the treatment, the listening post-test was administered and the required data was obtained. The findings revealed that MLSI had a significant impact on the learners’ listening comprehension for the learners with internal LoC; However, external LoC did not have any significant moderating effect on listening comprehension ability. Pedagogical implications are suggested for an EFL teaching/learning context.

Longitudinal Predictors of Listening Comprehension in Bilingual Primary School‐Aged Children

AbstractResearch on monolingual children has shown that listening comprehension is predicted by a range of language and cognitive skills; less is known about predictors of listening comprehension in bilingual children and about the role of language input. This study presents longitudinal data on predictors of English listening comprehension in 100 bilingual children between the ages of 5;8 and 6;8 years. The children were tested three times on their literal and inferential comprehension of stories. Vocabulary, morphosyntax, attention, and memory were included as predictors of listening comprehension alongside a measure of English input. The children showed growth over time in both literal questions and global inference questions, with performance on local inferences remaining stable over time. Vocabulary depth and morphological knowledge explained listening comprehension abilities in all types of questions, but not their growth; that is, all children improved in comprehension over time regardless of their initial morphological and vocabulary depth skills. English input had a mediated effect on listening comprehension via morphological knowledge and vocabulary depth, but no direct effect.