Fostering and Assessing Critical Listening Skills in the Speech Course

Assessing Critical Listening Skills in Accounting Community College Students: An Exploratory Inquiry of How Exercising Listening Skills Positively Impacts Students’ Test Performance

“…However, in a series of more recent studies on listening, a new definition of critical listening has emerged. Critical listening has been defined by Ferrari-Bridgers (2020), Ferrari-Bridgers, Stroumbakis, et al (2017), and Ferrari-Bridgers, Vogel, and Lynch (2017) as “the listener’s critical ability to (a) recognize patterns, (b) compare and contrast new information with prior knowledge while comprehending, (c) re-evaluate prior knowledge in light of new information, and (d) evaluate the content of a message (i) for adhering to specific patterns and structural requirements that constitute the message itself and (ii) for its completeness and accuracy, such as its lack of faults, illogicality, and omission of critical components” (Ferrari-Bridgers, 2020, p. 10). Ferrari- Bridgers (2020) tested the validity of the above definition by demonstrating through a preliminary factor analysis of over 900 data points collected using the Ferrari-Lynch-Vogel Listening Test (FLVLT) that integration and evaluation are two of the underlying constructs of the critical listening process, with evaluation of information accounting for 47% of variance, versus the 14% for the process of integration.…”

“…Nevertheless, despite the positive research findings, as Peterson (2007, p. 286) indicates, business administration college programs seldom include teaching listening skills as part of their curriculum because of lack of resources, content saturation, and credit hours limitations. However, others have demonstrated that it is possible to integrate listening activities in the classroom without making major modifications to the study curriculum (Armstrong & Ferrari-Bridgers, 2019; Butler, 2016; Ferrari-Bridgers, Stroumbakis, et al, 2017; Ferrari-Bridgers, Vogel, & Lynch, 2017; Peterson, 2007; Stone & Lightbody, 2012).…”

Exploring the relationship between metacognitive awareness, motivation, and L1 students’ critical listening skills

“…Critical listening skills incorporate discriminative and comprehensive listening skills but stretches well beyond it, activating multiple higher-order cognitive abilities. At this level, students should be able to determine and evaluate the quality, value, significance, accuracy, and truthfulness of the message and draw appropriate conclusions from it (Deveci, 2013;Ferrari-Bridgers et al, 2015;Floyd & Clements, 2005;Wallace, 2013). To be an effective critical listener, students have to possess different competencies, such as the ability to identify bias in the message, evaluate the speaker's arguments, analyze and uncover the speaker's intention, and separate facts from opinions (Al-Musalli, 2001;Deveci, 2013;Ferrari-Bridgers et al, 2015;Floyd & Clements, 2005;Fogelsong, 2016).…”

“…Critical listening skills play an integral role in students' learning processes in and outside the classroom. Inside the class context, students need critical listening skills as they should be able to separate facts from opinions, fantasy from reality, and accurate from inaccurate content and ideas from the teacher and their peers during all facets of the school day (Ediger, 2015;Ferrari-Bridgers et al, 2015). In today's society, which heavily relies on information transfer, young learners have easy access to multiple communication sources (e.g., the Internet, social media, radio, and television) and should listen critically to the myriad of persuasive messages, such as commercials or political ads (Floyd & Clements, 2005;Wallace, 2013).…”

Learning Skills Levels in Reading, Writing, Listening, Memorizing, Test Taking and Using Technology of Counseling Students in Indonesia

“…The number of students who are weak in listening skills is 41 people (93,18%). Research results recommend that listening skill practice to become an integral part of a university curriculum (Ferrari-Bridgers, Vogel, & Lynch, 2015). When a person is listening, there are three processes that are happening as well, which include cognitive, behavior and attitude processes that make the listening beneficial to the listener.…”