Listening Skills Research Articles

Multiple intelligences for the development of listening skills in adult learners

: Intelligence is a multidimensional phenomenon that is present at multiple levels of our brain, mental and bodily systems. There are various forms of intelligence, in which people know themselves and the world around them. It is important to create a guide to improve listening skills based on multiple intelligences. At present, in the Ecuadorian Amazon region, studies on multiple intelligences for the development of listening skills have been insipient. In this sense, seeing the need to know a descriptive reality of multiple intelligences, the main objective of this study was to analyze the conceptual arguments of the theory of multiple intelligences, as well as to diagnose listening skills and socialize the results of this study. In order to respond to the objectives, a bibliographic review of the scientific literature was carried out, accompanied by field work (interviews). The results indicate that it is necessary to strengthen reading comprehension and innovate in the methodologies used by teachers. It is also important to mention that each student has a capacity that dominates, therefore not everyone will learn in the same way, the teacher plays a primary role so that the student can recognize their type of intelligence and thus develop their listening skills.

The Development of an Instructional Model Based on Social Cognitive Theory to Enhance English Listening and Speaking Skills for Grade 6 Students in Small Size Schools

This research aimed to study the basic information and needs for the development of an instructional model based on social cognitive theory to enhance English listening and speaking skills for grade 6 students in small size schools, develop the model, and study the results of implementation. The sample group was 8 students of Ratruamrangrat (Kamjad Upatham) School in the 2nd semester of the academic year 2019, selected by cluster random sampling. The research instruments were a questionnaire for students, an interviewing form for teachers, a learning management manual, lesson plans, English listening and speaking tests, and English listening and speaking skills achievement test. The findings revealed that the total level of students’ English listening and speaking skills enhancement was low, while teachers lacked confidence and techniques in teaching English for communication. The developed model consisted of 6 components including principles, objectives, syntax, principle of reaction, and support system, respectively. The results of implementation showed students’ a significant improvement in the overall and each English listening and speaking skills. Their learning achievement for both English listening and speaking skills after learning through the developed model was higher than that assessed before learning through the model at the statistically significant level of .05.

A review on the use of audiovisual as media in improving listening skills among junior high school students

This research aims to analyze the effectiveness of audiovisual as media to improve junior high school students in listening skill. Based on data and information that are all taken from previous studies, it revealed that the students’ average score in listening were still low. Therefore, in order to help students to improve their listening skill, audiovisual media is a media which gave good effect on students’ listening skill. This research using library research as the method that concerned on how the use of audiovisual media can improve students’ listening skill based on the previous studies and the theories of the experts. Thus, the data was collected from previous studies related to audiovisual media and paraphrased to get information about audiovisual media, this data analysis technique includes the processes of data identification from relevant literature sources, determining where the data is located, obtaining the data, evaluating the data, and incorporating the data into the research presentation. Based on the result of this research, it showed that audiovisual media had positive effect on students’ listening skill. Moreover, several studies revealed that the students gave positive attitudes towards the use of audiovisual media. In addition, audiovisual media also encouraged and motivated students during the process of teaching and learning.

Students’ Habit in Watching English Movies and Its Correlation with their English Listening Skills

Improving listening skills can be done from various learning media; one of them is movies. Movies provide audio and visual, making students convey the meaning of the language while watching. One of the most difficult skills to master is listening. In order to have better skills in listening, students need learning media to improve their listening skills. This study aimed to examine the students' habit in watching English Movies at an English Language Education Department (ELED) of a Private Islamic University in Yogyakarta, the students' listening skill at the ELED of a Private Islamic University in Yogyakarta, and the correlation between the students’ habit in watching English movies and their listening skills. This research was conducted at an ELED of a Private Islamic University in Yogyakarta. Quantitative approach with correlational design was employed in this study. The study included 185 ELED Batch 2018 students and used a convenience sample technique. A questionnaire and the listening TOEFL test score were used to collect the data. The Pearson Product Moment Correlation test was used to compute and analyze the scores from both data, and SPSS v.26 was used to perform the correlation. Moreover, the result revealed that probability value was 0.389 which means that the probability value is higher than 0.05 (0.389>0.05) and it implied that alternative hypothesis was rejected. It means that there was no significant correlation between the two variables, the students’ habit in watching English movies and their listening skills. It can be inferred that if the students have a good habit in watching English movies, it does not mean that their listening skills are also good

Türkçe Öğretiminde Drama Yönteminin Kullanımıyla İlgili Araştırmaların Eğilimleri

Bu çalışmada, Türkçe öğretiminde drama yönteminin kullanımı üzerine yazılmış makale ve tezleri farklı yönlerden değerlendirmek ve genel eğilimi ortaya koymak amaçlanmıştır. Araştırma, Türkiye’de 2005-2020 yılları arasında yayınlanmış makale ve tezler ile sınırlandırılmıştır. Örneklem için YÖK Ulusal Tez Merkezi, TR Dizin, Google Akademik ve DergiPark veri tabanlarından tarama yapılmış ve nitel araştırma yöntemlerinden doküman incelemesi yardımı ile veriler toplanmıştır. Ulaşılan veriler kontrol listeleri halinde kayıt altına alınmış, içerik analize ile incelemeye tabi tutulmuştur. Araştırma sonucunda, 2005 ile 2020 yılları arasında Türkçe öğretiminde drama yönteminin kullanımıyla ilgili 67 makale ve 55’i yüksek lisans, 10’u doktora tezi olmak üzere 65 çalışmaya ulaşılmıştır. Bu çalışmaların yıllara göre dağılımı incelendiğinde 2007-2011 yılları arasında düzenli bir dağılımın olduğu 2013 yılından itibaren düzensiz bir seyir izlendiği görülmüştür. Lisansüstü tezlere oranla makalelerin çoğunlukta olduğu ve en çok yüksek lisans düzeyinde tez üretildiği saptanmıştır. Bu çalışmaların üniversitelere dağılımında ilk sırada Gazi Üniversitesi yer almıştır. Yapılan araştırmalarda en sık başvurulan yöntemin nicel modellerden deneysel yöntem olduğu sonucuna ulaşılmış ve öğrenme alanlarından dil becerilerinin gelişimine ağırlık verilmiş, doğrudan dinleme becerisini konu edinen bir çalışmaya ise rastlanılmamıştır.

Learning With Mobile Augmented Reality- and Automatic Speech Recognition-Based Materials for English Listening and Speaking Skills: Effectiveness and Perceptions of Non-English Major English as a Foreign Language Students

Due to the outbreak of COVID 19, an online bilingual curriculum was conducted via Google Meet. The learning material was developed and implemented by using a smartphone application, STEMUP, based on augmented reality (AR) and automatic speech recognition (ASR) technologies. This study investigated the oral performance and perceptions of learning with STEMUP of ninety non-English major students from several colleges at a technical university in Taiwan. Data were collected from pre- and post-tests and a questionnaire survey. Results indicated that students significantly improved their oral performance and recorded their positive perceptions. Students’ oral performance significantly depended on their English proficiency. Their perceptions were not significant related to their English proficiency, gender, or college. Instant feedback and evaluation provided by ASR technology and online Google text-to-speech service both embedded in STEMUP helped students notice, modify and improve their listening and speaking skills. They were satisfied with the bilingual curriculum, which helped them increase understanding about content knowledge by the teacher’s explanation in Chinese, and improve English listening and speaking skills by learning with STEMUP. This study is a good start in creating an interactive and communicative learning environment where translanguaging is effectively integrated with innovative technologies.

Listening Difficulties of Non-English Majored Freshmen at Tay Do University, In Vietnam

Listening skill plays an important role in studying a foreign language, especially English. However, students face a lot of difficulties in English listening. This study aims to find out the status and difficulties in listening comprehension of 149 non-English majored freshmen majoring in Pharmacy, Accounting, Business Administration, Food Technology, and Information Technology at Tay Do University. A listening achievement test was offered when the participants were studying TOEIC-based course 1. The research results found out some listening problems due to (1) lack of vocabulary knowledge, (2) inability to recognize and distinguish sounds, (3) limited reasoning ability and limited ability to use listening strategies such as judgment, taking notes, or memorizing, and (4) lack of concentration. The above results also showed some issues to which teachers need to pay attention to help learners improve their listening skill.

EXPLORING STUDENTS’ RESPONSES TO THE “MISSYOU” LYRIC GAME ON LEARNING LISTENING

The purpose of this study is to see how students react to using the "Missyou" Lyric Game in listening activity. This study uses a qualitative research design. The participants in this study were 20 students from SMPN 1 Srengat who were chosen at random. A questionnaire was used to gather information. The purpose of the questionnaire is to collect student responses and determine whether the "Missyou" Lyric Game model explores and develops students' listening ability as an alternative media for learning to listen. The results revealed that 81,65 percent of respondents agreed that song lyrics may enhance their listening skills.

Students’ Perception of Interacting with Native Speakers


 
 
 This analysis delves into learners’ experience when interacting with native speakers. These encounters reinforce the students’ learning process, going beyond classroom activities or one dialect. The main goal of this systematization of learners’ experience is integrating interaction with English native speakers into the course syllabus. This enables learners to acquire the target language spontaneously and develop their listening, speaking and reading skills. Some of the students’ difficulties are presented along with strategies to overcome them.
 
 

Difficulties in Listening of English-Majored Sophomores at Tay Do University in Vietnam

<p style="text-align:justify">Listening skill plays an important role in studying a foreign language, especially English. However, students face a lot of difficulties in English listening. The research was carried out to find the problems that the sophomores encounter in English listening. The participants of this research were seventy-five English majored sophomores of English classes, course 14 at Tay Do University. Questionnaire and paper interview were delivered to collect problems. This was a quantitative and qualitative research. The results of the study showed that vocabulary, pronunciation, background knowledge and psychological factors were the major listening comprehension difficulties. Basing on these difficulties, English learners can find out suitable learning ways to improve their listening skill. The results of this study may also be useful for those who are interested in this field.</p>

Managing geothermal project implementation conflicts through mediation: A case of Olkaria IV Project, Nakuru county, Kenya

Geothermal energy installations generate conflicts that escalate when improperly managed. Studies from outside Kenya have demonstrated application of mediation in managing conflicts over natural resources. However, its efficacy has not been adequately covered in Kenya. This study used the case of mediation between project affected persons (PAPs) and the developers of Olkaria IV energy project to document the process, to assess its role in resolving conflicts that emanated from the implementation of the project. A PAPs’ household heads survey, focus group discussions (FGDs), and key informant interviews (KII) were conducted. Primary data was collected on pre-mediation preparations; mediation attributes, post-mediation buy-in and endorsements and the sequel of mediation. Secondary data was obtained from documents available in the mediation archive. The protagonists, that is, the Kenya Electricity Generating Company (KenGen) and PAPs agreed to use mediation to resolve their conflicts. The mediation neutralized conflicts between KenGen and the PAPs, mended relationships between them, improved PAPs’ livelihoods and smoothened project operations. The community representatives, selected by themselves, regularly reported back and held consultation with the larger community. This promoted acceptability of the results and is here presented as a good practice, in addition to having competent mediators with good listening and probing skills. Further, inclusion of women and youth in the mediation exercise combined with freedom of expression during the mediation clinics, ensured that the weaker gender’s voice was heard and its input incorporated in the agreement. In spite of the above, there is a need for greater democratization for the PAPs representation, and a more comprehensive documentation of the process. The last two provide opportunity for copying this case for an improved mediation process. Finally, it is recommended that policies be formulated to provide for use of mediations as an alternative dispute resolution mechanism, in future project developmental conflicts in Kenya.

СТРАТЕГІЇ РОЗВИТКУ КОМУНІКАТИВНОГО ВМІННЯ АУДІЮВАННЯ НА РІВНІ НЕЗАЛЕЖНИХ КОРИСТУВАЧІВ АНГЛІЙСЬКОЇ МОВИ

The paper focuses on the description of strategies for improving the communicative skill of listening at the independent user of English level. One of the key competencies of a modern person is the ability to listen carefully, analyze both surface information and deep implications, perceive a message critically, assess it, and understand the speaker’s intentions and purpose. Depth and completeness of oral speech perception and comprehension depend primarily on the level of communicative skills of listening as a complex of speech, intellectual and compensatory skills. We understand listening skill as a multi-componential skill, the recipient’s ability to consciously and purposefully perceive an oral message with subsequent reproduction and interpretation of it. The communicative strategy in listening is the optimal realization of the speaker’s intentions to perceive, decode and comprehend an oral message through disclosing and understanding its meaningful connections. Learning and communicative strategies are closely connected, because the purpose of teaching a foreign language is forming communicative competence in a foreign language. With the purpose of deep and complete comprehension of oral speech it is worth using strategies aimed at training certain communicative skills of listening. In the process of active listening the independent user of English is supposed to make use of the following strategies: 1) the strategy of identifying the context of conversation; 2) the strategy of recognizing speakers’ intentions; 3) the strategy of clarifying the theme of the message and giving a possible variant of the title to it; 4) the strategy of identifying the genre of the text and its style; 5) the strategy of separating facts and opinions; 6) the strategy of recognizing thoughts and opinions of several members of the discussion, finding common ideas; 7) the strategy of determining the organization of information (chronological, thematic, etc) and finding logical connections between parts of the text; 8) the strategy of identifying details; 9) the strategy of working out the meaning of unknown words from context. The article demonstrates how these learning and communicative strategies are used in the teaching process on the example of exercises in the English textbooks of B1-B2 levels: Choices Upper-Intermediate, Get 200 and Pioneer B2.

Listening Skills Tips

The Major Gifts ReportVolume 24, Issue 7 p. 5-5 Briefs Listening Skills Tips First published: 30 May 2022 https://doi.org/10.1002/mgr.31949Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume24, Issue7July 2022Pages 5-5 RelatedInformation

Utilizing Strategy-Based Instruction on The EFL Listening Achievement: A Quasi- Experimental Study

The current study aims at investigating the effectiveness of using strategy-based instruction on the student’s listening achievement. This research applied quasi-experimental design, and the instruments were pretest and posttest. Both tests were about putting the pictures in order and form completion.  Prior to strategy choice, this study utilized Posteriori Taxonomy of Strategies of Learning English Listening Skill (Zuhairi & Hidayanti, 2014) especially focusing on the use of eight strategy categories deployed by successful students (Hidayanti & Umamah, 2018). Gaining the result from Independent t-Test analysis, it was found out that the experimental group outperformed better than their counterparts in control group. Thus, Strategy-based instruction plays important role to enhance and improve the EFL learners’ listening skill.

Utilizing Strategy-Based Instruction on The EFL Listening Achievement: A Quasi- Experimental Study

The current study aims at investigating the effectiveness of using strategy-based instruction on the student’s listening achievement. This research applied quasi-experimental design, and the instruments were pretest and posttest. Both tests were about putting the pictures in order and form completion.  Prior to strategy choice, this study utilized Posteriori Taxonomy of Strategies of Learning English Listening Skill (Zuhairi & Hidayanti, 2014) especially focusing on the use of eight strategy categories deployed by successful students (Hidayanti & Umamah, 2018). Gaining the result from Independent t-Test analysis, it was found out that the experimental group outperformed better than their counterparts in control group. Thus, Strategy-based instruction plays important role to enhance and improve the EFL learners’ listening skill.

Listening journals to promote students’ critical thinking skills in an integrated Listening-Speaking Course

This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ responses to the implementation of the listening journals’ tasks. Fifty students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- CT self-assessment (t = -4.136, p .05). In addition, the qualitative data obtained from the reflective questionnaire showed that the dominant responses from the students were positive towards the listening journal task. The findings of this study suggest that listening journals can be an effective strategy to help foster learners’ critical thinking while developing listening and other skills. Even so, some felt the process was too monotonous and difficult. Thus, suggestions for future research are offered to improve the journal’s future design and implementations.

Effects of Strategy Instruction on Tertiary Students’ Attitudes towards Learning English Listening Skill: An Action Research Project in Vietnam

Strategy instruction has been proved as an effective method to enhance the listening ability and metacognition of learners of English as a foreign language (EFL). However, little attention has been paid to how listening strategy instruction impacts the learners' attitudes towards their listening learning. This study investigated Vietnamese students' attitudes towards English listening learning after the two cycles of an action research project in which strategy instruction was employed as the intervention. A total of 30 English-majored freshmen students in a university in Vietnam expressed their attitudes through weekly diaries and focus-group interviews. The findings revealed that the students showed positive attitudes towards English listening learning in terms of all three aspects of attitudes, i.e., cognitive, behavioral, and effective. The results of the study suggest that teachers of English should implement strategy instruction in English listening classes to motivate their EFL learners. Moreover, collaboration with the teacher and among partners is advisable.

The Impacts of Integral Teaching of the Listening and Speaking Skills on EFL Communicative Competence

The listening and speaking skills are connected in real life and complement each other as input and output of language. However, in the Iraqi context, these two skills are taught in isolation; not taught in an integrated manner, thus, the result is poor performance of the students. This study investigated the impacts of integrating the listening and speaking skills in an English class and how it enhances English as a Foreign Language (EFL) students’ communicative competence. A mixed-methods research design was employed to gather the necessary data through a one group pre-posttest and interviews. The participants were 51 university students at Charmo University, North of Iraq. In analyzing the quantitative data, a paired samples t-test was run to find answers to the research questions posed. The results indicated that the participants’ communicative competence had statistically improved as there was a significant difference between the pretest and posttest scores. In addition, the analysis of the semi-structured interviews which were carried out among the participants, revealed that they had positive attitudes towards the semester and felt it was a success. This study is concurrent with the previous literature and highlights the importance of integrating the language skills to teach the English language effectively.
 
 
 Keywords: listening skill, speaking skill, English as a Foreign Language (EFL), communicative competence

The Effect of Blended Learning on Omani Post-basic students’ English Listening Skills

Aim: The researchers aimed to investigate the effect of blended learning on developing EFL listening skills for Omani post-basic education students, and to improve their EFL listening skills through a variety of methods, such as audiovisual devices, or computer-based activities that can be done at home or in English language labs via specific materials.
 Study Design: The research was a pre-posttest quasi-experimental research.
 Place and Duration of Study: An 8-week study was conducted at the Falaj Al Mashaikh School in Sharqiyah South Governorate, Jalan Bani Bu Hassan province in the Sultanate of Oman at the Basic Education level of the academic year 2020-2021.
 Methodology: The researcher conducted a pre-posttest quasi-experimental design through which participants were distributed into an experimental and a control group of 60 students. To collect data, the instruments used in the study were an EFL listening skills checklist and Pre-Post Test.
 Results: The results revealed that the experimental group members, who were exposed to the blended learning based instructional course, were effective in developing their own listening skills that considerably changed their attitudes towards learning English listening skills and removed sensations of fear and anxiety with regard to learning. The results showed that the majority of students got above 90%, 14 students got above 80%, while 5 students got less than 70%, and 2 students only got less than 60% in the listening posttest in the experimental group. On the other hand, the results in the control group remained the same with a slight increase with some students.
 Conclusion: It became evident that the blended learning was effective in developing the EFL listening skills of post basic students.

Establishing peer support services for renal patients: a Welsh experience

Patients with chronic kidney disease would benefit from peer support. The authors describe their experience in establishing the service in Wales. The essential requirements for establishing the service are explained. In addition to identifying suitable staffing, a structured and accredited training program for mentors is essential for the success and maintenance of the service. Formal training enables peer mentors to develop their listening skills, communicate effectively and clearly with mentees and identifies ways to deal with any challenging scenarios the mentor may face while providing their peer support. Policies to retain and reward mentors for their contribution are essential to sustain the service, develop the mentor's skills and expand the service that is not currently recognised or funded by healthcare providers. This article provides an outline of the process required to establish an active and long-term peer support programme, based on our local experience in south west Wales. The authors conclude by providing some quotes from their current mentors, describing how rewarding their involvement in the support process has been and summarising key elements needed to sustain an active peer support service and vision for future development.