An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Sun, Yu‐Chih; Chang, Wen-Li; Yang, Fang-Ying

doi:10.4018/ijcallt.2011070103

Cited by 6 publications

(3 citation statements)

References 26 publications

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“…Listening is frequently identified by second/ foreign (L2/FL) language learners as the most difficult and demanding language skill to acquire (Graham, 2003;Kim, 2002;Sun, Chang, & Yang, 2011;Vandergrift, 2007) and is also frequently identified by learners as a source of anxiety (Aniero, 1990;Elkhafaifi, 2005;Yang, 1993). One of the major reasons learners find listening problematic is that developing the ability to comprehend real-world spoken language requires exposure to input that is both authentic and comprehensible.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension

Rooney

2014

International Journal of Computer-Assisted Language Learning and Teaching

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The purpose of this study was to investigate the impact of three keyword caption modes on the listening comprehension of Arab learners of English as a foreign language (N = 90) while viewing authentic video clips. The keyword caption modes contained approximately 10%, 30% or 50% of the words in the video scripts. The participants watched three different video clips from three science videos, each of which contained one of the three keyword caption modes. Each participant experienced all three modes and the order in which they were viewed was counterbalanced. Their understanding of the content of the video clips was measured using comprehension tests consisting of gap fill and multiple-choice questions. The analysis of the listening comprehension test scores found evidence of an effect for the 50% keyword caption condition.

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Section: Introductionmentioning

confidence: 99%

The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension

Rooney

2014

International Journal of Computer-Assisted Language Learning and Teaching

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“…For instance, Mareschal (2007) investigated a self-regulatory approach based on Vandergrift's cycle (Vandergrift, 2004) Sun,Chang, and Yang (2011) examined the effects of integrating extended online thematic listening practice intocourseinstructiononTaiwaneseEFLlearners'listeningcomprehensionability.Theselearners madesignificantgainsinlisteningcomprehensionability.However,inastudyonanadvancedonline listeningsystemwithChineseEFLlearners,ChenandZhang(2010)foundthatalthoughlearners in an advanced online listening system showed positive attitudes and motivation, they failed to outperformthosewithtraditionallisteninginstructioninlisteningcomprehensionability.Despite theinconclusivefindings,researchersagreedthatsinceL2learnersoftenlackedself-regulationin onlinelearning,theyneededmoresupporttooptimiselearning (Lelu&Ponterio,2007;Rasheed, Khamsin&Abdullah,2020;Sunetal.,2011).…”

Section: Related Work On Metacognitive Instruction and Online Listeningmentioning

confidence: 99%

Development of L2 Listening Metacognitive Awareness via Online Metacognitive Listening Practice

Pei

Suwanthep

2021

International Journal of Distance Education Technologies

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Metacognitive intervention of listening has prevailed in L2 (Second Language) listening research in the past decade. However, rare research has linked metacognitive intervention with online listening. This study examines L2 learners’ development of metacognitive awareness of listening through online metacognitive listening practice. A set of online metacognitive listening exercises were constructed, based on a metacognitive cycle that regularly guides learners through metacognitive processes of listening. Thirty-nine low-proficiency Chinese university EFL listeners from one intact class participated in the study and did online listening practice as individual outside-class homework for 14 weeks. The development of metacognitive awareness was measured by MALQ and enriched by the learners' reflective notes. Results reveal an inverted U-shape pattern in the development of metacognitive awareness and that the factors of metacognitive awareness develop asynchronously. Some factors appear more susceptible to listening task difficulty and more unstable in the development process.

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“…listening education positively affected the success and skills of students (Freihat, 2014;Liubiniene, 2009;Sun, Chang & Yang, 2013).…”

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confidence: 99%

Impact of Technology-Assisted Context-Based Teaching on the Listening Skills of Teacher Candidates

Korkmaz

Güneyli

2017

EURASIA J MATH SCI T

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Listening is highly critical as it is the first skill that is acquired from birth. However, this skill can be developed if it is acquired through proper methods and approaches. The purpose of this study is to identify whether technology-assisted context-based teaching improves the listening skills of teacher candidates. The research was based on a mixed research approach where quantitative data were obtained through experimental study and qualitative data were obtained through interviews. The study group of the research consisted of 50 teacher candidates in total; -25 in the experimental group and 25 in the control group -who took the Comprehension Techniques II: Listening Education course in the Turkish Language Teaching department of Near East University in Northern Cyprus during the 2016-2017 academic year. The topics were conveyed to the experimental group using a context-based approach with technology-assisted context-based teaching, meaning the digital stories and drama method. A traditional method and approach was applied to the control group. "Listening Success Tests" and "Student interview forms" developed by the researchers were used for data collection. The obtained quantitative data were analysed using the Mann-Whitney U test, while qualitative data were analysed through content analysis. As a result of the findings obtained in the listening success tests, it was seen that there was a significant difference between the experimental group on which technologyassisted context-based teaching was applied and the control group where traditional teaching was used. Thus, it was proved that this approach applied to the experimental group was highly beneficial for developing the listening skills of the teacher candidates. Additionally, based on the opinions of the teacher candidates, it was revealed that this approach improved the listening skills from several perspectives.

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An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Cited by 6 publications

References 26 publications

The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension

The Impact of Keyword Caption Ratio on Foreign Language Listening Comprehension

Development of L2 Listening Metacognitive Awareness via Online Metacognitive Listening Practice

Impact of Technology-Assisted Context-Based Teaching on the Listening Skills of Teacher Candidates

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