Listening Skills Research Articles

SPOTIFY APPLICATION AS A MEDIUM TO IMPROVE THE STUDENTS’ LISTENING ABILITY

The advent of digital technology has revolutionized various sectors, including education, by providing automated and sophisticated systems to enhance learning experiences. This study explores the effectiveness of the Spotify application as a medium to improve students' listening abilities in English. Recognizing the significance of listening as one of the four essential language skills, this research addresses the challenge students face in mastering listening due to limited vocabulary and noisy classroom environments. Utilizing a pre-experimental design with a quantitative approach, this study involved pre-test and post-test assessments of two groups: a control class and an experimental class using the Spotify application. The research instrument consisted of written tests, including fill-in and multiple-choice formats, designed to measure students' listening performance. Data collection focused on comparing pre-test and post-test scores to evaluate improvements. The findings revealed a significant enhancement in students' listening abilities after using the Spotify application, with mean scores increasing from 42.89 to 82.42, reflecting a 39.52% improvement. The t-test value further supported these results (5.72 > 2.026). The study concludes that Spotify, with its diverse features such as music discovery, personalized playlists, lyrics integration, and offline access, serves as an effective tool to engage students and improve their listening skills. This method not only addresses the difficulties students face in listening but also motivates them through an enjoyable and interactive learning process.

Development of College English Listening and Speaking Course Based on an Outcome-Based Education Approach Combined with Blended Learning to Enhance English Listening and Speaking Skills of Non-English Major Freshmen Students at Xi’an University

Background and Aim: This study was a research and development of a College English Listening and Speaking Course. The objectives of this research were 1) To study the background information focusing on course components and existing problems of the College English Listening and Speaking Course. 2) To develop the components and quality of the College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning. 3) To study the effectiveness of implementing College English Listening and Speaking Course based on outcome-based education combined with blended learning to enhance English listening and speaking skills of non-English major students. Materials and Methods: The sample of this study was 40 non-English major freshmen students from Xi’an University, the People's Republic of China. They were derived by cluster random sampling. The instruments used in this research were 1) College English Listening and Speaking Course based on the outcome-based education approach combined with blended learning and its lesson plans, 2) English listening skills test with .88 of reliability, and 3) English speaking skills test with .74 of reliability 4) students’ satisfaction questionnaire with .79 of reliability. The statistics used to analyze data included mean, standard deviation, and t-test for one sample. Results: The research results found that 1) the background information of the College English Listening and Speaking Course and its current problems were principles, objectives, content, instructional strategy, media, and resource evaluation. 2) College English Listening and Speaking Course based on outcome-based education approach and blended learning consisted of 6 steps, that is, Step 1: Determine expected learning outcomes (OBE) Step 2: Design teaching activities(OBE) Step 3: Design teaching methods (blended learning) Step 4: Design teaching assessments (OBE and blended learning) Step 5: Continuous feedback and adaptation (OBE) Step 6: Reflection and improvement (OBE and blended learning) 3) the results of implementation of College English Listening and Speaking Course based on outcome-based education approach combined with blended learning found that (1) Students’ English listening skills after using outcome-based education approach combined with blended learning method was higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (2)Students’ English speaking skills after using an outcome-based education approach combined with the blended learning method were higher than before at a statistically significant level of .01 (M=24.35, SD=2.46). (3)The satisfaction of students after using the outcome-based education approach combined with the blended learning method was at a higher level (M=4.11, SD=0.64). Conclusion: The developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning has a significant effect on enhancing the English listening and speaking skills of non-English major students at Xi’an University. Students are satisfied with the developed College English Listening and Speaking Course based on an outcome-based education approach combined with blended learning.

Deliberate Practice with Motivational Interviewing: Basic Listening Skills for Undergraduates

Background Training in professional psychology is moving beyond knowledge-based education and toward competency-based education. Similarly, experiential learning, focused more on skills than facts, is emphasized in undergraduate education. Few studies, however, have investigated the use of skill-based learning for clinically relevant skills in undergraduate psychology courses. Objective This study investigated deliberate practice as a skill-based method for training undergraduates to use basic Motivational Interviewing and reflective listening skills. Method In an upper-level undergraduate clinical psychology course, students were randomly assigned to an MI workshop that included deliberate practice to learn basic reflective listening skills or a waitlist control group. Results In both between (workshop versus waitlist) and within (pre versus post) group comparisons, students’ ability to use reflective listening improved as evaluated by raters, blind to condition, and in self-report measures of MI knowledge and skill. Conclusion Deliberate practice may be effectively incorporated into undergraduate courses to prepare novice helpers with basic listening skills. Teaching Implications Competency-based training in listening skills may help undergraduate students prepare for graduate school in the helping professions or any of multiple post-graduation professions not requiring professional training and licensure.

Mastering the Art of Active Listening in Italian Language: Overcoming Challenges with Effective Solutions

The study investigates the development of listening skills in foreign language classrooms, emphasizing its importance as a core competency that naturally aligns with other language skills like comprehension and production. The motivation behind this research is the often overlooked focus on listening in teaching practices, where educators may mistakenly assume it will develop automatically through classroom activities such as lectures or reading exercises. This assumption can result in gaps in language acquisition due to the unique challenges posed by learning a foreign language. The research not only explores listening skills but also examines other key aspects of foreign language education, including student motivation, instructional materials, learning obstacles, and student interests. Conducted in Albanian schools as part of a project by the Faculty of Human Science at the University of Vlora and the Faculty of Foreign Languages at the University of Tirana, the study gathered data through questionnaires. The findings were then analyzed to propose potential solutions to the issues identified. Received: 12 July 2024 / Accepted: 31 October 2024 / Published: 05 November 2024

Exploration on the Training Methods of English Listening and Speaking Skills for Cruise Major

This article explores training methods for listening and speaking skills in cruise professional English, aiming to improve students' English proficiency to meet the demands of the cruise industry. The paper first analyzes the current status and existing problems of cruise professional English teaching, then emphasizes the importance of listening and speaking skills in cruise work. Subsequently, this article proposes a series of innovative training methods for listening and speaking skills, including practical simulations, role-playing, and the utilization of multimedia and online resources. Finally, the effectiveness of the proposed methods is verified through empirical research, and corresponding teaching suggestions are provided.

Analysis of Students' Difficulties in Developing English Listening Skills: A Case Study of SMA 3 Yogyakarta

This study aims to analyze the difficulties faced by 11th grade students of SMA Negeri 3 Yogyakarta in developing English listening skills. Listening skills are an important aspect of English language learning, especially in the context of globalization. However, students often face various challenges, such as limited vocabulary, grammatical understanding, poor audio quality, and environmental distractions, which hinder their abilities. This research used a case study approach with qualitative methods, involving 30 students selected by purposive sampling. Data were collected through questionnaires and semi-structured interviews, then analyzed using descriptive statistics and thematic analysis. The results showed that 70% of students had difficulties in vocabulary, 60% in grammar, 50% were affected by audio quality, and 65% faced anxiety while listening. Most students preferred interactive digital media, such as video and audio, which helped reduce anxiety and improve their comprehension. Technology integration in learning was identified as a potential solution to overcome such difficulties and increase students' learning motivation.

Theatre of the Oppressed to Teach Medical Students About Power, Lived Experience, and Health Equity.

A difficult challenge in health equity training is conducting honest and safe discussions about differences in lived experience based on social identity, and how racism and other systems of oppression impact health care. To evaluate a Theatre of the Oppressed workshop for medical students that examines systems of oppression as related to lived health care experiences. Mixed-methods cross-sectional survey and interviews. Forty randomly assigned early first-year medical students. A 90-min virtual workshop with three clinical scenes created by students where a character is being discriminated against or oppressed. During performance, students can stop scene, replace oppressed character, and role play how they would address harm, marginalization, and power imbalance. Participants discuss what they have witnessed and experienced. Likert-scale questions assessing workshop's impact. Open-ended survey questions and interviews about workshop. Thirty-one (78%) of 40 participants completed the survey. Fifty-three percent were female. Thirty-seven percent were White, 33% Asian American, 15% Black, 11% Latinx, and 4% multiracial. Ninety percent thought this training could help them take better care of patients with lived experiences different from their own. Most agreed or strongly agreed the workshop helped them develop listening (23, 77%) and observation (26, 84%) skills. Twelve (39%) students felt stressed, while 29 (94%) felt safe. Twenty-five (81%) students agreed or strongly agreed there were meaningful discussions about systemic inequities. Students reported the workshop helped them step into others' shoes, understand intersectional experiences of multiple identities, and discuss navigating and addressing bias, discrimination, social drivers of health, hierarchy, power structures, and systems of oppression. Some thought it was difficult to have open discussions because of fear of being poorly perceived by peers. Theatre of the Oppressed enabled medical students to engage in meaningful discussions about racism and other systems of oppression.

Exploring the Role of DingTalk for Teaching and Learning English Listening Skills in Blended Learning Environments

This study explores how digital platforms such as DingTalk can be used to teach and learn English listening skills as one of the tools for blended learning instructions. These platforms offer synchronous and asynchronous learning methods and provide students with a flexible and interactive platform that promotes real-time communication, peer feedback, and self-paced learning. Although this platform has shown potential benefits for improving listening comprehension using constructivist and social learning theories, drawbacks include technological limitations, insufficient platform features for listening instruction, effective instructional design, and students' need for digital literacy. This article highlights the importance of Dingtalk as one of the tools for blended teaching and learning and the issues to be addressed so this platform can be used to help students' English listening skills. The changes in the dominance of technology in education, like AI and AR, need to be considered for blended learning. The findings suggest that to help students' learning outcomes using this digital platform, educational institutions and teachers need to adapt to the needs of their students continuously.

Students’ Perception on The Use of TED Talks to Improve Listening Skills

Enhancing listening skills is crucial for junior high school students learning English. Innovative teaching tools such as TED Talks offer an interactive platform that might aid this educational goal. This research aims to evaluate the effect of TED Talks on developing listening skills among junior high school learners. The study employed a mixed-methods design involving 34 junior high school students. Participants underwent pre-and post-test assessments to measure their listening skills. Additionally, interviews were conducted to delve deeper into the students' experiences and perspectives regarding using TED Talks in their learning process. The findings revealed that TED Talks significantly enhanced students' English listening skills. After engaging with TED Talks videos, students showed notable improvements in vocabulary acquisition, pronunciation accuracy, and listening comprehension. The high-quality audio and diverse content of TED Talks were credited for these improvements. Furthermore, interviews provided insights into the positive impact of TED Talks on student motivation and engagement, with students expressing increased satisfaction and perceived efficacy in the classroom. TED Talks also contributed to the acquisition of advanced vocabulary and sharpened students' critical thinking skills through exposure to various topics.

Teachers' Perspectives on Teaching Listening Skills in Secondary Level English Language Classes

Teachers' Perspectives on Teaching Listening Skills in Secondary Level English Language Classes

The Effect of YouTube on Speaking and Listening Skills of Students

In an English as Foreign Language context like Saudi Arabia, university business students face a difficult challenge to speak in English and to understand what is spoken. The students don’t have the opportunity in their daily life to listen to native speakers in or outside the classroom, but they are expected to listen to the text book audios in the classes spoken by the native speakers of English. Therefore, the difficulty rises in Listening and Speaking Skills Course as the students are not exposed to the British accent. In order to solve this problem, the researcher used YouTube videos spoken by the native speakers in the experimental group, and the control group just had the normal practice of listening to only the textbook audios. The researcher adopted quasi-experimental design with pretest and posttest in both control and experimental groups and analyzed the performance of the students using SPSS and Excel. The study proved that the results of experimental group improved significantly in their listening comprehension skills and performed better in their presentations than the control group. In the English as Foreign Language contexts, where business students fail to have exposure to the native accent of English, YouTube videos can make a great contribution in improving their listening and speaking skills.

Investigating Google Sites in the intensive and extensive listening classroom in EFL context: Implementation and students’ perspectives

Numerous scholarly investigations have been conducted on students' perceptions of implementing Google Sites in various learning environments, including English as a foreign language (EFL) context. However, some existing research lacks specific exploration of the use of Google Sites in both intensive and extensive listening classrooms in tertiary education. This study aims to investigate the implementation of Google Sites in that specific listening classroom. This case study involved twenty-two first-year students in English language education at one of the public universities in Bandung, Indonesia. Data were collected through classroom observation, students' reflection, and semi-structured interviews, and they were analyzed thematically using NVivo as a helping tool. Results indicate that, according to the implementation and the ease of using Google Sites in their listening classroom, students generally hold positive attitudes towards Google Sites, finding it beneficial to improve their listening skills along with their creativity. Conversely, some students experience challenges that evolve around poor internet connectivity, accessibility, and adjustability of the website. This study promotes Google Sites as an alternative learning tool to assist both teachers and students in meeting their learning objectives in a fun and creative way.

The Role of English Pop Songs in Listening Skills Learning among Maritime Students

Effective listening is important for seafarers, but often overlooked in English language teaching. Listening skills are often overshadowed by grammar and writing instruction. To address this problem, researchers and educators are exploring innovative approach in improving listening comprehension, including the use of pop songs as a potential tool to help the students. This study aims to investigate engineering students’ perceptions towards the use of English pop songs in listening exercises and assessing the effectiveness of this approach in improving their listening comprehensions, especially in Maritime English subject. This study employs a descriptive qualitative approach and using two instruments to gather the data. The first one is a questionnaire to gather data on students’ perceptions, attitudes, and experiences related to using English pop songs for listening improvement. Focus group discussion is conducted to dig deeper into students’ perspective and gather qualitative data. The respondents of the study are twenty students from the fourth-semester in Marine Engineering Program at Akademi Maritim Nusantara Cilacap. The questionnaire revealed positive perceptions toward the use of pop songs for vocabulary enrichment, pronunciation practice, and overall listening comprehension. However, the respondents also identified challenges related to different English accents that they hear in the songs. Moreover, focus group discussion emphasized the enjoyment and the motivation the respondents experience in their lessons compare to traditional listening materials. To conclude this study, the finding suggests a positive perception from the students that the use of English pop songs help them improve their listening skills.

Discussing Controversial Topics While Keeping the Class Civil: Critical Pedagogy and Dialogue for Those Who Dare

ABSTRACT This narrative self-study explores how a teacher educator managed to maintain civility while addressing controversial issues in a multicultural education course in Texas, amidst student resistance to a radical democratic curriculum. The educator describes their experience with Gabriel, a student whose resistance bumped against critical pedagogy approaches. Despite the educator’s careful planning and dialogue-centered teaching, an unforeseen moment of discomfort exposed the limitations of the teaching strategies. methods and underscored the need for emotional awareness in the act of teaching. The study’s findings explore critical pedagogical practices through explication of reflection-before-action, reflection-in-action, and reflection-after-action. Reflection-before-action, while valuable, cannot fully prepare educators for unexpected challenges, such as student resistance, that arise during teaching. Continued reflection in and on action is often necessary. Reflection-in-action revealed that a dialogue protocol used to maintain civility was inadequate, as it could not effectively handle dissent. Reflection-after-action, through personal journaling and discussions with critical friends and students, provided insights into managing the educator’s emotions, challenging assumptions, and enhancing listening and reflective skills. The study highlights the importance of embracing uncertainty and emotional complexity in teaching. It argues that effective critical pedagogy requires ongoing reflection and adaptability. Authors advocate for an ethical teaching approach that aligns with Freire’s call for empathy, humility, and daring dialogue, with students to bridge diverse, even contested, perspectives and foster democratic problem-solving experiences in education.

Kemah Berkompeten: Mengasah Kemampuan Menyimak melalui Metode Bermain di Huta Silokidir

This study investigates the participation of children in the "Competent Camp" program, which aims to enhance their listening skills through play activities within the Silokidir Forest. A qualitative methodology is employed, with an emphasis on case studies conducted across various educational institutions. Data were collected using participatory qualitative methods, with participants actively engaging in play activities designed to improve their listening skills. The findings indicate that interactive and dynamic play activities contribute to enhanced listening abilities among participants. For instance, participants demonstrated improved listening skills, evidenced by faster and more accurate responses during simulated tasks. This study underscores the effectiveness of outdoor experiences as a tool for skill enhancement, particularly in improving listening abilities among diverse student groups.

Enhancing High School English Listening and Speaking Skills: A Deep Learning Approach Aligned with Core Competences

Deep learning is an educational approach that develops English Subject Core Competences. Listening and speaking teaching guided by deep learning can effectively implement the goals of cultivating core competences. By integrating deep learning principles and leveraging artificial intelligence (AI), this research aims to cultivate language proficiency, cultural awareness, critical thinking and learning ability within the English classroom. The paper examines methods for embedding core competences into listening and speaking activities through contextual and associative learning, constructing a thematic language knowledge framework, deep processing of content, innovative transfer and problem-solving tasks. AI is utilized to personalize learning experiences and provide timely feedback, thereby transforming traditional English teaching approaches and fostering comprehensive development of students' core competences.

Enhancing English Listening and Speaking Skills through High-Quality Education in the Age of Internet Plus

In the realm of basic education, junior high school English teaching plays a pivotal role. It not only consolidates and expands the English knowledge system for students but also lays a solid foundation for their future high school English learning. As we have entered the Internet Plus era, it is crucial to break away from the drawbacks of traditional English education and enhance the quality of junior high school English teaching. English teachers should leverage information technology to continuously improve students listening and speaking skills, ensuring they develop the ability to self-learn English and enhance their core English competencies. This paper aims to analyze the strategies for integrating Internet Plus to cultivate high-quality English listening and speaking skills of students during the basic education phase, hoping to provide effective suggestions for junior high school English teaching.

Lecturers’ Perceptions on the Use of Metacognitive Strategies in Teaching Listening

Various strategies can be used for teaching listening. Some lecturers have applied metacognitive strategies in their teaching-learning process to help their students comprehend listening skills. This research aims to examine lecturers’ perceptions of how they use metacognitive strategies in teaching listening. Moreover, this research employed a qualitative methodology. The instrument used was an interview consisting of 7 questions related to how well the lecturers were familiar with metacognitive strategies and how they helped their students in using them in their listening class. Furthermore, the sampling technique used was purposive sampling with the targeted participants who had experience in teaching listening as lecturers. 13 lecturers participated in this research. Then, the data were thematically analyzed. The results showed that the lecturers—called participants thought that it was important to have before, during, and after listening activities to support students absorbed how to think about their thinking process. In addition, the result also found that all of the lecturers had not followed any specific training about how to apply metacognitive strategies in listening class. From the result of the research, it can be concluded that the lecturers think that metacognitive strategies can provide more assistance to students to enhance their listening skills.

The Implementation English Songs on Listening Skills

This research aimed to know impelemantion of English song on listening skills in language room Ma’had Aly at Islamic boarding house of Salafiyah Syafi'iyah Sukorejo Situbondo”. The researcher used qualitative method. This research uses data collection methods. The aim of this research were to know about both teacher and students perception through English song on skill of listening. The topic of this study was speaking teacher and students’ at the first level in language room Ma’had Aly at the Islamic Boarding House of Salafiyah Syafi’iyah Sukorejo Situbondo. The results of this study demonstrated how learning and instruction through board games might improve speaking abilities and teachers' perceptions of, and students’ perception. Many students who took part in a teacher-student interview indicated that they had favorable opinions about the through English song on listening skill they were being happy, more spirit/enthusiastic, easier to understand, and improving their speaking skill, whereas there was also the negative perception such as: students feel difficult when the pronunciation was unclear.

The Utilization of Spotify Application to Improve English Listening Skill: Students’ experience

Background. Listening is a complex skill involving attentive listening, understanding oral symbols, appreciation, content capture, and comprehension of communication through spoken language. It is a fundamental skill in language learning that supports other language abilities. Purpose. This study aims to investigate the utilization of the Spotify application in improving English listening skills among sixth-semester English Tadris students at the Faculty of Tarbiyah and Keguruan, Universitas Islam Negeri Mahmud Yunus Batusangkar. Method. The research employs a quantitative approach with a survey design. Data collection was conducted using a questionnaire comprising 24 statements, distributed to each student in the class. The population consisted of sixth-semester English Tadris students at the university, with a sample size of 37 participants. The questionnaire's reliability was established with an RPB for each item greater than the r table (0.325) and a Cronbach's alpha of 0.831. Results. The assessment results indicate a positive response from students regarding the use of the Spotify application for improving their listening skills. Students reported that various features available on Spotify, along with its accessibility, contributed to enhancing their listening abilities. Conclusion. The study concludes that the Spotify application is a valid and reliable tool for improving students' English listening skills. Its effectiveness is attributed to the diverse features offered by the application and its convenience of use. These findings suggest that Spotify can be a valuable resource for language learners seeking to enhance their listening proficiency.