Extensive Listening in a Colombian University: Process, Product, and Perceptions

Pernía, Carlos Alberto Mayora

doi:10.19183/how.24.1.311

Cited by 19 publications

(35 citation statements)

References 9 publications

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“…Based on the research result presented earlier, it is obvious that extensive listening provides positive influence on the students' listening skill. It is in line with the finding of some previous studies (Reinders&Cho, 2010;Onoda, 2012;Chang &Millett, 2013;Ducker, 2013;Hapsari&Ratri, 2013;Bozan, 2015;Mayora, 2017). With extensive listening activities, it was found that students' listening score increased quite significantly in Cycle 1 though it did not attain the criterion of success yet (55% students got ≥75 with the average score of 75.36).…”

Section: Discussionsupporting

confidence: 91%

“…Not few research reports on extensive listening have been published, and mostly confirm the positive effect on the improvement of listening skill (Reinders&Cho, 2010;Onoda, 2012;Chang&Millett, 2013;Hapsari&Ratri, 2013;Mayora, 2017). Investigating Turkish college students, Bozan (2015) reports the significant role of extensive listening on the students' overall English skills, proficiency level and motivation for a more sustainable learning.…”

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confidence: 99%

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Blended Learning and Extensive Listening: A Promising Collaboration to Enhance Listening Skill

2018

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This research aimed at describing how blended learning strategy by integrating portfolio-based extensive listening activity can improve students' listening skill. This action research was the response of the classroom problem identified in Listening 2 course in class 2E of English Department, Universitas Islam Malang. The problem was the average score of this class was low (68.86) and only 45% of the students achieved the standard minimum score (≥ 75). Data from interview uncovered that the major cause was insufficient exposure to authentic listening input. The instruments used to gain the data were portfolio and test. The criterion of success set was that 70% of the students obtained the standard minimum score. This research was conducted in two cycles with four meetings for each. At the end of cycle 1, the average score was 75.36 but only 55% of the students achieved the standard minimum score. The test result in cycle 2 indicated that the average score was 78.36 and 73% of the students reached the standard minimum score, meaning that the criterion of success was achieved. This implies that the implementation of blended learning approach with portfolio-based extensive listening activity can significantly enhance listening skill.

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 99%

Blended Learning and Extensive Listening: A Promising Collaboration to Enhance Listening Skill

2018

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“…Based on the findings of many researchers on the field, such as Kiany and Shiramiry [24], Mayora [20], that different listening activities have a positive effect on improving L2 listening fluency, we suggested the hypothesis that the experimental group practising EL would have a higher level of performance than the control group practising listening in traditional way.…”

Section: Research Questionsmentioning

confidence: 95%

“…Brown [16] conducted two small studies at a university in Japan to explore the benefits of this new extensive listening practice but he only focused on investigating the students" perceptions of EL. Recently, Mayora [20] reported the experience of employing a smallscale narrow listening scheme as one of the varieties of EL with intermediate English learners at a Colombian university. Unlike previous studies, our research project aims to initiate students" selecting and checking the difficulty level of listening practice materials by designing their own listening tests for other students in the experimental group.…”

Section: Literature Reviewmentioning

confidence: 99%

Extensive Listening in ESP: An Experiment in the Course of “English for Tourism 2” at Dalat University

Nhue¹,

Van²,

Long³

2018

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This article presents the results of an experimental study on the practice of extensive listening strategy (EL) for the third-year students at the Faculty of Tourism, Dalat University, when studying the course of English for Specific Purposes (ESP) “English for Tourism 2”. The students of the experimental group spent eight weeks conducting searching listening materials, listening outside the classroom independently and with their team, taking weekly listening tests designed by other teams before taking the final listening test; the results of which would be used to compare with the English listening results of the control group performing traditional listening practice activities. The results of the final listening test, survey and interview responses revealed a statistically significant positive correlation between the application of EL during the course period with the English listening competence of the students, researchers also investigated the perception of these students about the application of this listening strategy. This study implies improvements in the design for future implementations of EL, including the length of practising EL activities and the enhancement of students participation in these listening activities Keywords English for Specific Purposes (ESP); Extensive listening (EL); Listening skills References 1. Bruce, I., Introduction to EAP: Key issues and concepts, in Theory and concepts of English for academic purposes2011, Palgrave Macmillan: Hampshire, UK. p. 3-14.2. Field, J., Special issue: Listening in EAP. Journal of English for academic purposes, 2011. 10(2): p. 73-78.3. Beall, M.L., et al., State of the context: Listening in education. International journal of listening, 2008. 22: p. 123-132.4. Bommelje, R., J.M. Houston, and R. Smither, Personality characteristics of effective listeners: A five factor perspective. International Journal of Listening, 2003. 17: p. 32-46.5. Conaway, M.S., Listening: Learning tool and retention agent., in Improving reading and study skills, A.S. Algier and K.W. Algier, Editors. 1982, Jossey-Bass: San Francisco, CA. p. 51-63.6. Ridgway, T., Listening strategies - I beg your pardon? ELT Journal, 2000. 54(2): p. 179-185.7. Brown, S., Teaching listening2006, Cambridge, England: Cambridge University Press.8. Ediger, M., Listening in the integrated curriculum. Reading Improvement, 2012. 49(1): p. 3-5.9. Richards, J.C. and R. Schmidt, Longman dictionary of language teaching and applied linguistics. 3rd ed2002, Harlow, England: Pearson Education Ltd.10. Bruce, I., The EAP and teaching the listening skill, in Theory and concepts of English for academic purposes2011, Palgrave Macmillan: Hampshire, UK. p. 154-176.11. Flowerdew, J. and L. Miller, in Second language Listening: Theory an practice2005, Cambridge University Press: Cambridge, England.12. Harmer, J., Listening., in The practice of English language teaching2007, Pearson Education: Essex, England. p. 303-322.13. Thiele, A. and G. Scheibner-Herzig, Listening comprehension training in teaching english to beginners. System, 1983. 11(3): p. 277-286.14. Chang, A.C.S., Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System, 2009. 37(4): p. 652-663.15. Brett, P., A comparative study of the effects of the use of multimedia on listening comprehension. System, 1997. 25(1): p. 39-53.16. Brown, R., Extensive listening in English as a foreign language. Language Teacher, 2007. 31: p. 15.17. Ferrato, T. and M. White, Ring the bell - It's time for EL! ETJ Journal, 2009. 20: p. 20-21.18. Siegel, J., Thoughts on L2 listening pedagogy. ELT Journal, 2011. 65(3): p. 318-321.19. Harmer, J., Teaching language skills., in The practice of English language teaching2007, Pearson Education: Essex, England. p. 265-282.20. Mayora, C.A., Extensive listening in a Colombian university: Process, product, and perceptions. HOW, 2017. 24(1): p. 101-121.21. Cohen, L., L. Manion, and K. Morrison, Tests., in Research methods in education2011, Routledge: Oxon, England. p. 476-495.22. Richards, J.C., Listening Comprehension: Approach, Design, Procedure. TESOL quarterly, 1983. 17(2): p. 219-240.23. Foddy, W. and W.H. Foddy, Constructing questions for interviews and questionnaires: Theory and practice in social research1994: Cambridge university press.24. Kiany, G.R. and E. Shiramiry, The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal, 2002. 20(1): p. 57-63.25. Harding, K. and P. Henderson, High Season2000, Oxford, England: Oxford University Press.26. Walker, R. and K. Harding, in Tourism 12006, Oxford University Press: Oxford, England. p. 93.

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“…The widespread internet access nowadays, teachers are given more a variety of authentic learning resources using audiovisual materials such as video, TV programs, online learnings (Mayora, 2017). Teachers nowadays can get more accessible and downloadable listening materials to use in and outside the classroom.…”

Section: Introductionmentioning

confidence: 99%

Extensive Listening Practice in EFL Classroom with Variety of News Websites

Barella

Linarsih

2020

Pedagogy

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One potential of extensive online listening materials is that, unlike intensive listening, EFL students can listen independently by using audio listening features. It encourages students to practice listening and to promote listening fluency and autonomous learning outside the classroom. However, little research has investigated how lower English proficiency students from non- English department in EFL setting, undertaking the process of extensive listening. This study requires some Indonesian students at the tertiary level to select the appropriate materials with their proper level of listening speed to the individual learner. It was a weekly assignment to practice listening outside their classroom. This study seeks to investigate the websites that the EFL students with low proficiency levels choose to do their extensive listening activities, the types of news that may interest the students to listen, and the perception of the extensive listening activities. The results showed that students use captioned- provided websites as their media instruction in listening for pleasure with a variety of news.

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Extensive Listening in a Colombian University: Process, Product, and Perceptions

Cited by 19 publications

References 9 publications

Blended Learning and Extensive Listening: A Promising Collaboration to Enhance Listening Skill

Blended Learning and Extensive Listening: A Promising Collaboration to Enhance Listening Skill

Extensive Listening in ESP: An Experiment in the Course of “English for Tourism 2” at Dalat University

Extensive Listening Practice in EFL Classroom with Variety of News Websites

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