Listening Teaching Research Articles

The Implementation of Podcast Audio on Teaching Listening comprehension

Podcasting is being introduced into academic fields as an e-learning tool. The existance of podcasting contributes to help teaching learning activities running well. However, there were difficulties for the students to attain the meaning in listening subject. It was because that listening comprehension is becoming complex process to comprehend spoken language on English Foreign Language learner. This study aimed to investigate the use of audio podcast in achieving listening skill in teaching activities. This study conducted as library research using systematic reviews method to find the effectiveness of audio podcast in teaching listening on all level of students. According to literature reviews, this study revealed the use of audio podcast in teaching listening is effective for the students both in classroom and out door class

Research on the Teaching Mode of College English Listening Based on Computer Multimedia Platform

Single teaching environment, limited teaching conditions and backward teaching equipment hinder the development of listening teaching. In recent years, with the development of science and technology, the application of computer multimedia in the classroom has greatly improved the teaching equipment and conditions of listening class, and made the classroom teaching of English listening have a qualitative leap.

The Impact of Integrating Technology in Teaching Listening Skill to Kurdish Students at Preparatory Schools

The current study attempts to examine the effectiveness of embedding technology, as an essential topic for educators around the world, with teaching listening skill in the secondary phase for Kurdish students as a solution to motivate the teachers and students to focus on this skill. The traditional in-class vs. the technology-based learningusing approach is compared in an attempt to show how innovative approaches are fruitful. For this purpose, the researcher carried out a quasi-experimental study. Thus, a pre-test post-test research design is utilized, and the sample was taken from Mamun Dabakh preparatory public school for girls in Erbil city. The experiment lasted for eight weeks, and 40 students of the grade 10 were divided into two groups, namely the experimental and the control group. The experimental group is taught by using technology, while the control group was taught traditionally which is reading aloud by the teacher in order to find out the practical techniques and strategies used by teachers in teaching listening skill via technology. The data was collected from the students’ pre-test posttest scores and students’ online progress application, the study results obtained from statistical tests after applied to both control and experimental groups, through using SPSS v-25. So, to achieve that the descriptive statistics are used through statistical mean, standard deviation, t-test, and p-values, as well as charts of frequencies distributions and percentages. However, since the comparative analysis also used and the variability of the results reached, the findings are presented according to the study hypotheses. The main finding of this study suggests that using technology-assisted significantly enhance Kurdish EFL students’ listening and that the experimental group outperformed the control group in their listening subskills.

Improving the Eighth Grade Students’ Listening Comprehension Achievement by using Dictation Techniques

Dictation is an ancient technique in teaching language becoming one of interesting ways to improve the students’ listening comprehension proposed by Davis and Involucres (1988). This study was aimed to solve the students’ listening comprehension achievement by using dictation techniques as a technique in teaching listening at SMP Al-falah Surabaya in the academic year 2019/2020. Classroom Action Research (CAR) was applied in this study in two cycles. In this classroom action research, the technique was divided into note taking and partial dictation/cloze dictation. The primary data about students listening achievement were gained from the listening test. Meanwhile, the supporting data were gathered from observation and documentation. The results on students’ activity showed the use of text dictation techniques could improve the eighth-grade students’ activity in listening. Furthermore, In the first cycle of the test’ result, the teaching listening activity was not so good as what was expected. On the average, the percentage of the students’ involvement in the process of teaching listening was only 45% in the first meeting and 50% in the second meeting. But, in the second cycle the percentage of students’ involvement in the process of teaching listening increased from 77% in the first meeting to 80% in the second meeting. This improvement happened because of some revision, they were; choosing the text with familiar story for the students, reading the text more clearly, turning up the volume, and using more gestures in teaching listening technique.

Perception of the ternary arch-form in Western concert music: evidence from college music education

ABSTRACT This study focuses on listeners’ form perception as they encounter Western concert music. The general aim was to investigate college music students’ form perception as they listen to five long-range concert works of different styles, all analyzed by the author as having an overall ternary ABA’ arch-form. Five groups of college music students (N=126) listened respectively to five ternary arch-form compositions by Chopin, Mussorgsky, Tchaikovsky, Bartók and Schönberg. Each group was required to identify the musical form of one test-piece and convey responses both through written notes and self-invented notations. Significant differences were found between the five test-pieces in the percentage of participants who confirmed the ternary form analysis and participants who interpreted the form as binary. Also, significant differences were found in (i) five cue-parameters contributing to form detection: tempo, timbre, pitch, articulation and mood; (ii) in emotional and metaphoric responses evoked by the music; and (iii) in the use of colour in visual representations of musical form. A significant association between auditory/ternary perception and graphic/ternary designs was found in works by Chopin, Mussorgsky and Bartók. Results bear implications for the teaching and learning of structural listening in Western concert music.

The Effect of Audio Podcast Application on Guessing Meaning Skill on Teaching Listening Comprehension

Audio podcast application is one of media which is appropriate for the learner to train their listening. This quasi experimental research was conducted to investigate the contributions of Audio Podcast Application as a teaching media in listening subject. This research examined whether students achieve better in their understanding on listening passage through skill of guessing meaning of listening by using audio podcast than by using conventional teaching media.The research findings showed the implementation of audio podcast application gives advantages for the learners. The data analysis result showed that the students in experimental group achieved better than the students in control group in their listening comprehension tests. It can be explained that the t value on equal variance assumed were 0.000. Then, the distribution of t table on  = 5%: 2 = 2.5 % (2 -Tailed) with degree of freedom (df) n- 2 (44 -2 = 42) were 2.018 It means that there was differences between the students who utilized audio podcast application and the students who implemented conventional teaching media in comprehending listening passage by students’ guessing meaning skill, of listening.

Discussion on English-Language Films and College English Listening Teaching

The development of economic globalization has granted people more opportunities for cross-cultural exchanges, and therefore, the demand for English language talents in the society has gradually increased and more requirements for English language talents have also been continuously set out. Therefore, high-quality English language talents who are capable of cultural exchanges and communication are very important. English language films are a very important carrier in English learning. It is a beloved tool for learning English language due to its nature. In addition, the vivid situations, interesting speeches and expressions, and intuitive auditory impacts in the English language films provide very effective materials for college English listening teaching, and have therefore been highly valued by the college English teachers and educators. In view of the above, this article discusses English language films and college English listening teaching. The main purpose is to improve the quality of English listening teaching and students' cross-cultural communication skills.

Using Prezi Online Software to Improve Teaching Listening Skill

Mastering the listening skill is considered to be difficult by L2 learners because lack of practice opportunities and impracticality of text-books for enhancing the listening skill. One of the relatively recent methods in teaching the listening skill is using the teaching media. This study aimed to investigate the effectiveness of a different method, use of Prezi online software as a learning-teaching material to improve the listening skill of the students in a German language department in Indonesia. This mixed-methods study last for six months and employed 26 participants. This study used the theory by Richey and Klein (2009) which explains that there are three stages in the teaching material development model; namely design, production, and evaluation. In the design phase, the students’ needs for listening learning were identified. The need which stood out was the need for more attractive teaching media. Next, in the production stage, a product was created based on the students’ needs. At this stage, learning media with Prezi online software were developed. In the last phase, the specifications of the product were evaluated. The results of the study showed that Prezi online software was well-accepted and very well-applied by the students. The students preferred this method to books. Moreover, it was observed that using this method improves the students’ listening skill who study the German language. Pedagogical implications are discussed.

An Analysis of the Application of Schema Theory in College English Listening Teaching

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The Use of English Songs to Teach Listening Skill

There are four English skills that determine the learner’s performance in English. One of the very important skills is listening. The successful learning not only depends on the learner but also to the teacher. Teaching listening is one of the important thing that English teacher must know how to teach it. Teaching listening is not easier because not all of learners like listening. The teacher must create the enjoyable atmosphere, fun and interesting situation as possible as teacher can. The enjoyable atmosphere will have good effects on the education, because if they dislike the subject it will drop their spirit as soon as possible. In other word, the teacher should make learning enjoyable because many students like listening song and learn well when they are enjoying themselves. Using song can be boastful to motivate the students in learning English as well to enhance their ability in listening skill.

THE EFFECT OF TEACHING LISTENING USING FOLKTALES ON STUDENTS’ LISTENING ACHIEVEMENT (A Case of Regular Class of Eleventh Grade at MAN 1 Kendari)

This study investigated the effect of using folktales on students’ listening achievement at the eleventh grade of MAN 1 Kendari. This study applied a Pre-experimental research design with one group pretest and posttest. The population of this research was the eleventh- grade students of senior high school in the academic year 2018/2019. The sample of this research was all eleventh-grade students of MAN I Kendari which consists of 30 students. The Technique of sampling used by the researcher was total sampling. The result showed there was a significant effect of using folktales on students’ listening achievement. It was proven based on descriptive analysis, the mean score of pretest was 48.4 and the posttest means score was 75.2. Moreover, the result of hypothesis testing showed that the mean value of pretest and posttest was 26.7 and the standard deviation was 20.7, while the standard error means was 3.78. The sig. (2-tailed) was 0.000 which smaller than (<0.05), it can be concluded that H0 was rejected and H1 was accepted which means there was an effect of using Folktales in teaching Listening at Eleventh grade of MAN 1 Kendari. Keywords: listening, folktales

Veracities of teaching listening in Nepal

This study explores realities, problems and their solutions of teaching listening in English in secondary level education in Nepal. As it is a narrative inquiry, I chose three English teachers and six students from three different secondary level community schools of Kamalamai Municipality of Sindhuli district, Nepal as the participants of the study using purposive sampling procedure. The findings demonstrated that the listening skill is the neglected skill in our school education. The teachers do not pay much more attention to teach this skill in our community school by thinking teaching listening is not important for examination purpose. There is scarcity of audio-visual devices, the classroom is not techno-friendly, teachers are not dedicated and trained, monitoring strategies of concerned authority is not effective for teaching listening. Recommended solutions include - the students should be proactive and the school administration has to be responsible for making availability of listening equipment and materials. Similarly, the teachers should use various interactive and cooperative activities such as role-play, pair work, group work and communication games using authentic materials such as English films, favourite songs, funny short stories, some exciting programmes on radio, TV or the internet for the effectual teaching of listening.

Teaching and testing of English listening and speaking in secondary schools in Nepal: Pretend for praxis?

Secondary English course requires testing of four skills: listening, speaking, reading and writing independently. Secondary Education Examination (SEE) board conducts a written examination, which includes reading and writing skills, through different centres and English teachers are responsible to test students’ listening and speaking tests in their own schools and submit grades to District Education Office. Semi-structured interviews with secondary English teachers in private schools and school graduates investigated how the teachers practice listening and speaking skills in the classrooms and administer aural-oral tests. Findings indicate that private schools in the capital city have mandated English-only for communication in school premises with an expectation to develop students’ English language proficiency. Teachers focused on centre-based written examination and less emphasised the teaching and testing of listening and speaking skills. Teachers’ random assessment of students’ aural-oral skills without formal tests supported in declining the teaching of these skills. This article suggests that for realizing the examination effective, sustainable system needs to be developed for teachers to teach all language skills equitably.

THE IMPACT OF USING AUDIO-VISUAL AIDS ON TEACHING LISTENING AMONG IRANIAN PRE-INTERMEDIATE EFL LEARNERS

The present study aimed to investigate the effects of audio-visual aids on teaching listening among Iranian pre-intermediate EFL learners. In order to fulfill the objectives of the study, the researcher selected 40 homogeneous pre-intermediate students and divided them into two equal groups. The two groups were the experimental groups (n=20) and a control groups (n=20). Then a listening comprehension pre-test was administered to assess the participants' listening comprehension at the beginning of the course. After the pre-test, the researcher practiced the treatment on the experimental groups. During the treatment sessions, The EG was taught by using authentic video, while the CG used audio Compact Disc (CD) as the teaching aid most often used by ESL teachers in teaching listening. After the treatment which took 15 sessions, the researcher administered a post-test to find out the effect of audio-visual aids on teaching listening. When the data were collected, Independent and Paired Samples T-tests were run to analyze them. The results showed that the EG students taught by using authentic video achieved higher results in listening than the CG ones taught by audio compact disc (CD). The implications of the study suggest that using audio-visual aids can help EFL learners to develop their listening comprehension.DOI: 10.24071/llt.2019.220209

English Teaching Platform Based on Online Education Technology and Licensure and Master's Program Technology

This paper attempts to build a web-based English teaching platform that improves students’ efficiency in English learning. After reviewing the current theories on teaching platforms, the author combined online education technology and the Licensure and Master’s Program (LAMP) technology into a mixed teaching mode, which inherits the advantages of traditional teaching and network technologies. In addition, an English teaching platform was designed for the instruction and exercises for English courses. The platform is operated jointly by students, teachers and administrators. The research shows that the English teaching system, through the integration between information technology and LAMP, could be turned into a resource module to be used as a plug-in for online education; the proposed English teaching platform is a new-generation system for the teaching and learning of English reading, grammar, speaking and listening. The proposed platform greatly improves the teaching methods and the learning efficiency, laying a theoretical basis for the construction of the new teaching system platform.

THE IMPACT OF THE ENGLISH LISTENING TEST IN THE HIGH-STAKES NATIONAL ENTRANCE EXAMINATION ON JUNIOR HIGH SCHOOL STUDENTS AND TEACHERS

Listening is a fundamental language skill that enables language learners to receive information and interact with others. Learners use strategies to facilitate learning, perform tasks, and compensate for gaps in linguistic knowledge. Listening and learning strategies have not received much attention at secondary level in Taiwan until recently. From 2014, the Ministry of Education in Taiwan has made the English listening test a part of the large-scale, nation-wide senior high school entrance examination. As the need for teaching and learning English listening is growing increasingly important, the present study aims to explore to what extent the formal English listening test impacts on the teaching and learning of listening in junior high school. In the study, 311 junior high school students and 12 teachers participated; questionnaires and semi-structured interviews were employed. Descriptive statistics and one-way MANOVA were used to analyze quantitative data. The findings showed the test impacted learning more than teaching. In particular, cognitive and social strategies for listening were more frequently adopted by the students than rehearsal and paralinguistic inferencing strategies. While the students expected learner-centered and communication-oriented teaching approaches to listening, the junior high school teachers in fact adopted more of a text-oriented or ‘testing’ approach.

On the Obstacles and Strategies in English Listening Teaching

Listening comprehension can be affected positively or negatively by various factors. The factors can be identified as internal and external. They are analyzed respectively and several effective strategies are also presented afterward. The barriers to listening are those of language knowledge, listening habits, psychological quality, cultural background and so on. The strategies should be as follows: training students’ listening skills and good habits, laying stress on training psychological quality, broadening the cultural background knowledge, breeding interest on listening, using student-centered teaching method, ect. Due to the disagreements with previous teaching approaches over the past years，listening teaching, step by step, pays heel to the employment of listening strategies and the listening strategies production．

The Roles of the Teachers and Students in the Integrative Language Teaching Approach and Factors that Affect the Use of the Approach in Actual Classroom: Review Article

With the spread of English as a lingua franca and as the medium for world-wide broadcasting of information and knowledge, in many cases, the pragmatic objectives of language learning emphasize the importance of integrated language skill teaching and flexible instruction. In general, insight on current language curriculum, teaching reading is typically associated to instruction on writing and vocabulary, teaching writing can be easily tied to reading and grammar, and speaking skills readily lend the learners to teaching listening, pronunciation, and cross-cultural pragmatics. In connection to this, Shen, (2003) confirms that the implementation of language in communication, should closely integrates linguistic competence with communicative skills and communicative culture in the process of language skill teaching so that the learners' linguistic competence and their communicative skills can be improved simultaneously. These had to be interaction-centered and as authentic as possible to enable students to use the language skills for purposeful and effective communication. To achieve the envisioned objectives of the integrative language teaching approach, both students are expected to play different roles. Furthermore, the effective practices of the integrative language skills teaching in the classroom may be challenged by different factors. Hence, the factors should be identified and addressed to effectively use the integrative approach to language skills teaching. In connection to this, the main purposes of this review article was to describe the roles of the teachers and students in integrative language teaching approach and to present the factors that affect the practice of this approach. To achieve this objectives various, books, book chapters, guidelines, research findings and documents were critically reviewed and analyzed. Accordingly, this review article describes the roles of the teachers and students in integrative language skill teaching approach. In addition, it presents the major factors that affect the practices of the integrative language skills teaching approach. Keywords: Teachers, Students , Integrative, Language, Teaching Approach, Factors, Use , Actual Classroom DOI : 10.7176/RHSS/9-15-04 Publication date : August 31 st 2019

Shadowing Technique; Teaching Listening Skill to ESOL Learners in University

The purpose of this paper is to report the effect of Shadowing Technique on students’ listening skills achievement. Therefore, the experimental research was applied and the technique on collecting the data was administrating pre- and post- tests to the experiment and control groups, which consisted of 40 students in each group. Then, t-test was employed on analyzing the data. As a result, there was a significant difference between the mean of experimental and control groups (F = 8.92, p=. 003 < .05). Therefore, there was a significant effect of applying shadowing technique on students’ listening skill achievements and the experimental group outperformed the control group. To sum up, the alternative hypothesis was accepted and the null hypothesis was rejected.

How to Teach Listening in Senior High School

Many teachers considered that listening is the most important skill of any other language skills(Aziez & Alwasilah, 1996). Moreover, the discussion of an issue about the use of authentic listening material is just fierce in listening as it is in reading(Harmer, 2001). However, the teacher should have to look for the simplest method of teaching listening to overcome its difficulties; to teach it effectively; and to achieve the goals of teaching listening successfully, such as teaching students to acquire vocabularies, grammatical understanding, and good pronunciation.The Purposes of the study are to overcome the difficulties in teaching listening; to improve teacher’s creativity in teaching listening; and to provide the teacher with some alternative methods of teaching listening.Based on the study it can be concluded that, first, the effective listening will produce successful listening. Second, the reason of using listening in the classroom is to let the students to hear different varieties and accent of English instead of the voices of their teacher which may be full of idiosyncrasies. Third, the listening materials are geared with the students’ needs, levels, and interests. Fourth, there six principles for listening; Encourage students to listen as often and as much as possible, help students prepare to listen, once may not be enough, encourage students to respond to the content of a listening, not just to the language, different listening stages demand different listening tasks, and good teachers exploit listening texts to the full.