Explicit Listening Strategy Training for ELF Learners

Milliner, Brett; Dimoski, Blagoja

doi:10.18823/asiatefl.2019.16.3.5.833

Cited by 8 publications

(18 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Milliner and Dimoski (2019) reported on the effects of an innovation comprising 12 ELF-informed listening strategy training activities at Japanese university. The participants were 147 Japanese students, and data were collected via pre- and post-course listening assessments (TOEIC and Listening Vocabulary Levels Test), a listening self-efficacy questionnaire, student diaries, and a post-course questionnaire.…”

Section: What Global Englishes Innovations Have Been Trialled and Reported In Research Within Language Classrooms?mentioning

confidence: 99%

Global Englishes and language teaching: A review of pedagogical research

2020

View full text Add to dashboard Cite

The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

show abstract

Section: What Global Englishes Innovations Have Been Trialled and Reported In Research Within Language Classrooms?mentioning

confidence: 99%

Global Englishes and language teaching: A review of pedagogical research

2020

View full text Add to dashboard Cite

show abstract

“…Lee and Lin (2019) promote the use of motivational strategies by foreign language teachers outside the established framework. Milliner and Dimoski (2019) disclose visualization strategies in ELF student learning. Abdullah et al (2019) conduct a study on the impact of the inverted class model on the level of motivation of Omani EFL students in English.…”

Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

The Use of the Activity Approach in Teaching Foreign Languages in Higher Education Institutions

Biletska

Kuchai

Kravtsova

et al. 2021

RREM

View full text Add to dashboard Cite

The article characterizes the essence of the activity approach in the aspect of learning foreign languages. An analysis of foreign scholars’ recommendations on the implementation of the principle of activity approach to learning was made. The essence of teaching in higher educational institutions, that is to help the teacher to acquire speech competencies for learning foreign languages. The essence of the activity approach principle, which consists of integral training with the active student, is found out. The teacher acts only as a guiding partner, providing advice on the way to achieve the goal. The disadvantages of the activity approach to teaching a foreign language are highlighted: time constraints, insufficient level of students’ basic knowledge and their unwillingness to study entirely student-oriented, during which the student is given full independence in choosing a way to effectively achieve the goal. During the experimental application of the activity approach, we used exercises in teaching vocabulary, grammar, phonetics and reading foreign texts. The essence of teaching methods is revealed, that is divided into three main phases of a foreign language lesson, based on the activity approach: the initial phase, the implementation phase and the analysis phase. Based on the results of the empirical research, a training program that will help to increase the level of knowledge and skills of the respondents of the experimental group was developed, based on educational group and frontal consultation and training for both students and teachers in higher educational institutions.

show abstract

“…The strategies that can assist the learner in understanding the listening text suggested by Wilson and Harmer (2017) are listening for the main idea, predicting, making inferences, and summarizing from what they hear. It is believed that if the learners are taught and trained on how to select appropriate strategies used in listening, they can improve their listening skills (Fathi, Derakhshan, & Torabi, 2020;Milliner & Dimoski, 2019).…”

Section: Listening Skillsmentioning

confidence: 99%

The Effects of the Flipped Classroom through Online Video Conferencing on EFL Learners’ Listening Skills

Thatphaiboon¹,

Sappapan²

2022

AWEJ

View full text Add to dashboard Cite

It is challenging for EFL teachers to hold in-person classes during a global pandemic. This circumstance discourages EFL students from participating and practising English in class, which affects their performance and test scores, particularly on listening tests. When combined with video conferencing, the flipped classroom has improved student achievement. The present study aimed to examine the effect of the flipped classroom through videoconference on the EFL undergraduate learners’ listening skills and to explore their opinions toward this teaching model. Therefore, the study tried to answer the main questions on the effects and the learners’ opinions toward this teaching model. This study involved 37 undergraduate learners from a state university in Bangkok who were administered a listening pre-test and post-test. In addition, questionnaires and semi-structured interviews were conducted. The findings suggested that the flipped classroom conducted through online video conference affects listening skills since the pre-test and post-test had statistically significant differences. This study also employed a questionnaire and semi-structured interview to collect data from the participants, and the results revealed that the participants held positive opinions toward this teaching model. This study recommends that EFL teachers employ this teaching model in their lessons. Additionally, teachers can develop the findings of this study in future research to help EFL students improve other English abilities apart from listening. Regardless of the global pandemic, which hinders classroom instruction, this idea of instruction can make teaching and learning management as effective as classroom instruction.

show abstract

Explicit Listening Strategy Training for ELF Learners

Cited by 8 publications

References 29 publications

Global Englishes and language teaching: A review of pedagogical research

Global Englishes and language teaching: A review of pedagogical research

The Use of the Activity Approach in Teaching Foreign Languages in Higher Education Institutions

The Effects of the Flipped Classroom through Online Video Conferencing on EFL Learners’ Listening Skills

Contact Info

Product

Resources

About