Improving <scp>ELL</scp>s' Listening Competence Through Written Scaffolds

Abobaker, Reima

doi:10.1002/tesj.339

Cited by 8 publications

(7 citation statements)

References 21 publications

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“…It is in line with who argue that communication skills are as the main skill in real works because it helps students to express their ideas into their interlocutors. Another skill is listening that can help students to perceive what their interlocutors want and ask to be done (Nation, 2006;Abobaker, 2017). Due to this, the ELT teaching materials are designed with adding certain topics to facilitate students to practice speaking in the Hotel accommodation activities.…”

Section: Resultsmentioning

confidence: 99%

Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones

Irawan¹,

Frank

Dehghani

2022

JOLLS. Lang. Liter. Studies

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Indonesian Economic Development has become a gate to Bali and Lombok for international visitors. Recently, the Lombok tourism development has established a refinement after facing serial earthquakes. In the statistic for the tourism year 2016, there were 3.1 million tourists coming to Lombok. In addition, 3.8 million people were targeted to come to Lombok in the year 2020. In other words, Lombok promotes the highest contribution to the national government economy. Because of these issues, the vocational high schools which have tourism study programs should lead their students in foreign language communication, English. Teaching English for a specific purpose needs a precise instructional model because ELT teachers apply the ELT model for different objectives. Therefore, learners study English for different purposes. For vocational high school students, they learn English to help them to communicate in the workplace. Because of this, they are directed to have communicative competence. In senior or junior high schools, scientific-based instruction has been applied to help students learn English and even other subjects. This instruction is considered as a solution for them to have not only linguistic competencies but also communicative skills. Therefore, this study will be aimed at developing an instructional model for vocational high school students in tourism zones. This study applied the procedural research and development (R&D) design. The R&D design follows the Borg & Gall and David design, which consists of pre-development and development stages. The product of this study was an instructional model, namely the tourism-based instructional (TBI) model for vocational high school students in the tourism zones.

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Section: Resultsmentioning

confidence: 99%

Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones

Irawan¹,

Frank

Dehghani

2022

JOLLS. Lang. Liter. Studies

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“…Although Carsen and Judah did some during‐listening activity, they did not focus at the decoding level nor did they scaffold authentic listening experiences. Abobaker's (2017) study found that written scaffolds such as keyword captions, full captions, and full transcripts can support during‐listening instruction across language levels, but teachers need more support to identify appropriate forms of written scaffolds for various levels of learners in order to enhance both listening comprehension and skills. Therefore, future studies might consider how to scaffold longer, authentic listening experiences for teachers’ ease of use.…”

Section: Discussionmentioning

confidence: 99%

A descriptive framework for academic listening pedagogy: An observational study

Lacroix

2023

TESOL Journal

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This article reports on a case study that centers experienced language teachers as participants. To depict their instructional practices, the researcher employed grounded theory with open and axial coding design. To describe results, a listening experience framework was created that highlights the choices second language (L2) listening instructors make in what they explicitly ask their learners to listen to, reflect on, and respond to. Data analysis revealed that instructors spent far more class time offering strategies and instruction for adapted audio sources regardless of directionality than unadapted counterparts. Five percent of observed classes included a focused listening activity, but specific features of spoken language were not highlighted. Suggestions for a more systematic approach to L2 listening curriculum design and materials are shared.

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“…The above studies seem to suggest that any amount of captions is better than non-caption materials for comprehension (Abobaker, 2017;Guillory, 1998;Montero Perez, Peters, Clarebout, & Desmet, 2014) and vocabulary learning (Montero Perez, Peters, Clarebout, & Desmet, 2014), that the type of captions preferred and how these are used depend on listener proficiency (Abobaker, 2017;Montero Perez et al, 2013;Sydorenko, 2010;Teng, 2019;Vanderplank, 2016), and that pronunciation improves, irrespective of the type of captions used (Mahdi, 2017;Mohsen & Mahdi, 2021).…”

Section: Effects Of Caption Types On Language Learningmentioning

confidence: 90%

“…However, because partial captions are limited to key sentences rather than the full text, they may help learners concentrate more on the listening aspect of the material as they reduce the overall amount of reading required. Keyword captions focus on content words that convey the most meaning from the text and have been shown to likely aid learner concentration on aural messages over visual text (Abobaker, 2017;Vanderplank, 2016), although some learners have also found them distracting (Montero Perez, Peters, Clarebout, & Desmet, 2014).…”

Section: Caption Typesmentioning

confidence: 99%

Progressive Reduction of Captions in Language Learning

Cárdenas,

Rocio Ramirez Orellana

2024

JITE:IIP

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Aim/Purpose: This exploratory qualitative case study examines the perceptions of high-school learners of English regarding a pedagogical intervention involving progressive reduction of captions (full, sentence-level, keyword captions, and no-captions) in enhancing language learning. Background: Recognizing the limitations of caption usage in fostering independent listening comprehension in non-captioned environments, this research builds upon and extends the foundational work of Vanderplank (2016), who highlighted the necessity of a comprehensive blend of tasks, strategies, focused viewing, and the need to actively engage language learners in watching captioned materials. Methodology: Using a qualitative research design, the participants were exposed to authentic video texts in a five-week listening course. Participants completed an entry survey, and upon interaction with each captioning type, they wrote individual reflections and participated in focus group sessions. This methodological approach allowed for an in-depth exploration of learners’ experiences across different captioning scenarios, providing a nuanced understanding of the pedagogical intervention’s impact on their perceived language development process. Contribution: By bridging the research-practice gap, our study offers valuable insights into designing pedagogical interventions that reduce caption dependence, thereby preparing language learners for success in real-world, caption-free listening scenarios. Findings: Our findings show that learners not only appreciate the varied captioning approaches for their role in supporting text comprehension, vocabulary acquisition, pronunciation, and on-task focus but also for facilitating the integration of new linguistic knowledge with existing background knowledge. Crucially, our study uncovers a positive reception towards the gradual shift from fully captioned to uncaptioned materials, highlighting a stepwise reduction of caption dependence as instrumental in boosting learners’ confidence and sense of achievement in mastering L2 listening skills. Recommendations for Practitioners: The implications of our findings are threefold: addressing input selection, task design orchestration, and reflective practices. We advocate for a deliberate selection of input that resonates with learners’ interests and contextual realities alongside task designs that progressively reduce caption reliance and encourage active learner engagement and collaborative learning opportunities. Furthermore, our study underscores the importance of reflective practices in enabling learners to articulate their learning preferences and strategies, thereby fostering a more personalized and effective language learning experience. Recommendation for Researchers: Listening comprehension is a complex process that can be clearly influenced by the input, the task, and/or the learner characteristics. Comparative studies may struggle to control and account for all these variables, making it challenging to attribute observed differences solely to caption reduction. Impact on Society: This research responds to the call for innovative teaching practices in language education. It sets the stage for future inquiries into the nuanced dynamics of caption usage in language learning, advocating for a more learner-centered and adaptive approach. Future Research: Longitudinal quantitative studies that measure comprehension as captions support is gradually reduced (full, partial, and keyword) are strongly needed. Other studies could examine a range of individual differences (working memory capacity, age, levels of engagement, and language background) when reducing caption support. Future research could also examine captions with students with learning difficulties and/or disabilities.

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Improving ELLs' Listening Competence Through Written Scaffolds

Cited by 8 publications

References 21 publications

Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones

Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones

A descriptive framework for academic listening pedagogy: An observational study

Progressive Reduction of Captions in Language Learning

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