Listening and Language Learning in ESL: Developing Self-Study Activities for Listening Comprehension

1986 ◽  
Vol 70 (1) ◽  
pp. 59
Author(s):  
Ted Plaister ◽  
Joan Morley
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
Self Study

scholarly journals The effect of Bilingualism on EFL elementary learners’ listening comprehension: The case of Azeri- Turkish vs. Persian students

2020 ◽  
pp. 44-64
Author(s):  
Ali ARABMOFRAD ◽  
Majid SAEIDI ◽  
Mohammad MOTAMEDI
Keyword(s):  
High School ◽  
Language Learning ◽  
Elementary Students ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
Multicultural Context ◽  
Quasi Experimental

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.

scholarly journals Applying Measurement of Situational Self-Determination Theory to Use of a Self-Access Centre at a Japanese University

2018 ◽  
Vol 11 (4) ◽  
pp. 1
Author(s):  
Graham G. Robson ◽  
Darrell J. Hardy
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Native Speakers ◽  
Self Determination Theory ◽  
Self Determination ◽  
Target Language ◽  
Learner Motivation ◽  
Japanese University ◽  
Self Study

One way to promote autonomy in the second language can be through the use of Self-access Centres (SACs). These are spaces for students to engage in activities such as self-study or communication with other learners, or native-speakers of the target language. However, merely having these spaces available does not guarantee that students will use the facility effectively, or even attend at all, so a degree of learner motivation linked with visiting the SAC would be necessary. Deci and Ryan’s (1985) Self-Determination Theory (SDT) has been used as the base for numerous studies in second language learning, including those in Japan. Proponents claim SDT is both universal and can be measured on different levels, which are global, situational and state. The authors sought to validate a measure of four subscales of SDT (Intrinsic Motivation, Identified Regulation, Introjected Regulation and External Regulation) written for this study at the situational level among undergraduates using an SAC at a Japanese University (n = 83). The rationale for items at this level comes from the field of psychology (Vallerand & Ratelle, 2002) and a study of second language constructs (Robson, 2016). A factor analysis confirmed four reliable factors, as hypothesized. Further, simplex correlations between the subconstructs somewhat confirms the underlying continuum posited by SDT researchers. These results may lead to a body of work that validates SDT theory in second language learning.

Using a Virtual Learning Environment to Promote Autonomous Language Learning for Chinese Students

2013 ◽  
pp. 140-158
Author(s):  
Eoin Jordan ◽  
Mark Coyle
Keyword(s):  
Language Learning ◽  
Study Skills ◽  
English Language ◽  
Chinese Students ◽  
Virtual Learning Environment ◽  
First Year ◽  
Participation Rates ◽  
Self Study ◽  
Usage Patterns ◽  
Students Attitudes

This chapter examines a semester-long Moodle-based programme of monitored quizzes designed to encourage first-year Chinese students at an English medium university in China to engage in English language self-study and autonomous learning. Usage statistics and questionnaire data were collected and analysed in order to investigate overall quiz participation rates, usage patterns across the semester, and the extent to which the programme affected students’ attitudes towards self-study. The results indicated that participation rates in the quizzes were high, although activity on the programme pages did decline as the semester progressed. Students also reported via the questionnaire that the programme had helped them learn how to organise their own self-study. However, statistics from Moodle revealed that many participants were not taking the quizzes on a regular, weekly basis, as had been intended, suggesting that the programme may have only been partially successful in fostering autonomous study skills.

Towards Usable Collaborative Virtual Reality Environments for Promoting Listening Comprehension

2011 ◽  
pp. 386-411
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Arthur Edwards ◽  
Raul Aquino-Santos ◽  
Jay Shiro Tashiro ◽  
Bill Kapralos
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Language Learning ◽  
Virtual Environment ◽  
Listening Comprehension ◽  
Ease Of Use ◽  
Qualitative Description ◽  
Computer Assisted ◽  
Collaborative Virtual Reality ◽  
Future Work

This chapter investigates whether an educational virtual environment can be developed to practice listening comprehension skills that meets second language student needs, complies with usability criteria, and is motivating to use. The chapter also investigates whether the usability of virtual reality(VR) technology positively affects language learning listening comprehension. It provides background research and information in Computer Assisted Language Learning (CALL), VR, and second language methodology. It then presents a technical and qualitative description of Realtown, a virtual environment designed to promote listening comprehension. This chapter also describes a usability study of Realtown. Student errors, motivation, and ease of use, among other features, were positively measured on listening comprehension activities in Realtown. Future work includes longitudinal studies on learning issues, first-person, and collaborative experiences in VR, including the impact of VR on learning and knowledge transfer when combined with traditional instruction.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

Translanguaging aspects of modality

2015 ◽  
Vol 1 (1) ◽  
pp. 27-48
Author(s):  
Maria Sidiropoulou
Keyword(s):  
Language Learning ◽  
Study Skills ◽  
Intercultural Sensitivity ◽  
Cultural Variation ◽  
Dynamic Potential ◽  
Parallel Data ◽  
Self Study ◽  
Ecological Ethic ◽  
Traditional Approaches ◽  
Modal Systems

This article explores aspects of modal marker use in English and Greek and suggests that parallel data may significantly contribute to raising learners’ intercultural sensitivity in the FL classroom, as an instance of TOLC (Translation in Other Language Contexts). Parallel data seem to assume a dynamic potential (privileging learner autonomy and developing self-study skills), which other traditional approaches to the use of the modal system lack, leaving important aspects of cross-cultural variation out of the perspective of the learner. The study focuses on two aspects of intercultural variation in the use of the modal systems of English and Greek, namely shifting degrees of possibility-certainty and the shift across epistemic-deontic, as manifested through a 2013–2014 sample of parallel data from newspapers. It offers a set of sample exercises highlighting the potential of translation to contribute valuable insights to L2/additional language learning (ALL) and syllabus design, assuming an ecological ethic in acknowledging the primacy of context, including L1, especially if L1 is a less widely spoken language.

A Review of CALL and L2 Reading

2011 ◽  
Vol 1 (4) ◽  
pp. 49-58 ◽  
Author(s):  
Lance R. Askildson
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Language Learning ◽  
Vocabulary Acquisition ◽  
Second Language Reading ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
L2 Reading ◽  
Self Study ◽  
Incidental Vocabulary

This paper provides a comprehensive review of the present state of second language reading research and computer-assisted glossing for reading comprehension and vocabulary acquisition. Although computer-assisted language learning, in general, and computer-assisted glossing, in particular, are often cited as facilitative pedagogical and self-study tools for second language reading development (Chun, 2001; Al-Seghayer, 2003; Ko, 2005; Blake, 2007; Stockwell, 2011), the state of computer-assisted glossing research presents a much less compelling and far more nuanced picture of efficacy and facilitation (Ariew & Ercetin, 2004; Bowles, 2004; Taylor, 2006, 2009; AbuSeileek, 2008; Sato & Sazuki, 2010). Research on glossing for reading comprehension presents a mixed collection of findings suggesting facilitation (Leffa, 1992; Lomicka, 1998; Ko, 2005) and inhibition (Hegelheimer, 1997; Plass et al., 2003; Akbulut, 2005; Sakar & Ercetin, 2005), although affective and attentional benefits of glossing for reading comprehension are widely acknowledged. On the other hand, research on incidental vocabulary acquisition as a result of glossing – and particularly multimedia glossing – suggests significant effect and a compelling rationale for ulitization of glossing tools in classroom and self-study contexts (Ariew & Ercetin, 2004; AbuSeileek, 2008; Taylor, 2009; Stockwell, 2011; Aljabri, 2011).

Does listening comprehension improve as a result of a short study abroad experience?

2015 ◽  
Vol 28 (1) ◽  
pp. 199-212 ◽  
Author(s):  
Àngels Llanes ◽  
Goretti Prieto Botana
Keyword(s):  
College Students ◽  
Costa Rica ◽  
Study Abroad ◽  
Language Learning ◽  
Crucial Role ◽  
Listening Comprehension ◽  
Listening Skills ◽  
Oral Fluency ◽  
Learning Contexts ◽  
To Receive

The need to function in multilingual environments and the fact that study abroad (SA) is believed to be one of the most efficient language learning contexts (Collentine, 2009) have boosted the popularity of SA programs. While numerous recent studies have examined the SA impact on oral fluency, vocabulary or writing, among others, certain areas, such as listening skills (Llanes, 2011), have yet to receive substantial attention. In an attempt to address this issue, a pretest-posttest design study was conducted to gauge the listening skills of 12 college students at the beginning and the end of a 5-week SA experience in Costa Rica. Results from non-parametric tests revealed that despite the brief duration of the program, participants’ overall listening comprehension improved significantly. Individual analysis revealed that significant gains emerged in exit tasks in which the topic of conversation was kept consistent, suggesting that contextualization plays a crucial role in input comprehension.

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