Comparing language skill priorities among TESOL faculty and ESL students bound for English‐medium universities

Hartshorn, K. James; Hart, J. M.; McMurry, Benjamin L.

doi:10.1002/tesj.438

Cited by 5 publications

(11 citation statements)

References 45 publications

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“…These scholars observed that to these content professors, listening and reading were the most important language skills for students beginning their academic careers. Other research has found similar results, suggesting that TESOL practitioners viewed listening and reading as the most important skills their students needed to master (Hartshorn et al, 2019).…”

Section: The Importance Of Listening Instructionsupporting

confidence: 57%

“…Most scholars agree that listening is vitally important for second language learners (e.g., Kurita, 2012;Nunan, 2002;Renukadevi, 2014). Nevertheless, listening is often neglected compared to other language skills (Vandergrift & Goh, 2012) and practitioners tend to feel least prepared to teach listening compared to other skills despite the fact that listening is often perceived as most important in academic settings (Hartshorn et al, 2019). We find it unacceptable that most practitioners feel the least prepared to effectively teach one of the most important language skills.…”

Section: Introductionmentioning

confidence: 69%

“…Given the great importance of listening, it seems incongruous that many TESOL practitioners feel the least prepared to effectively teach the skill of listening compared to other skills such as reading, writing, speaking, and other areas of language development such as grammar, pronunciation, and vocabulary (Hartshorn et al, 2019). Vandergrift and Goh (2012, p. 4) have observed that despite elevated commitment to other language skills, "the development of listening receives the least systematic attention from teachers and instructional materials" and that learners are frequently "left to develop their listening abilities on their own with little direct support from their teachers."…”

Section: The Importance Of Listening Instructionmentioning

confidence: 99%

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The Effects of Transcript Use on Advanced ESL Listening Comprehension

2023

International Journal of TESOL Studies

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This study examined the efficacy of transcript use with repeated listening exercises to improve advanced ESL student listening comprehension. Thirty-one students enrolled in an intensive English program from various L1 backgrounds participated with 15 in the treatment group and 16 in the control group. Between a pretest and posttest at the beginning and end of a 14-week semester, students in both the treatment and control groups completed a repeated listening exercise twice each week with novel recordings. Treatment group students participated in repeated listening exercise including a sequence of listening without the transcript, listening with the transcript, and finally listening again without the transcript. They answered comprehension questions between the first and second listening. Students in the control group listened to the same audio repeated the same number of times and answered the same comprehension questions but never had access to the transcript. Repeated measures ANOVA results for this quasi-experimental study show that the treatment group students outperformed the control group students on listening comprehension test items between the pretest and posttest. These findings suggest the potential benefit of transcript use to improve overall listening comprehension for advanced ESL learners. We encourage TESOL practitioners to consider whether transcript use might facilitate listening comprehension in their classrooms, and we call for additional research to determine the appropriateness of transcript use in other TESOL contexts.

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Section: The Importance Of Listening Instructionsupporting

confidence: 57%

Section: Introductionmentioning

confidence: 69%

Section: The Importance Of Listening Instructionmentioning

confidence: 99%

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The Effects of Transcript Use on Advanced ESL Listening Comprehension

2023

International Journal of TESOL Studies

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“…It has also become the information content delivery in tertiary education worldwide (Richards & Pun, 2021). Historically, teaching and learning English as a second or foreign language has been emphasized as the worldwide domain of teaching language skills (Yaccob et al, 2022b;James Hartshorn et al, 2019). In Malaysia, universities have long used English as the language of communication as it has been learned as a Second Language (L2) since school (Yaccob et al, 2022a).…”

Section: Introductionmentioning

confidence: 99%

A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis

Rahman,

Yunus,

Hashim

et al. 2024

Preprint

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Synthesis writing, a critical skill for university students, involves selecting, organizing, and connecting information from multiple texts. However, many students struggle with this task, highlighting a need for effective instructional approaches. In the wake of the Covid-19 pandemic, which has reshaped educational practices, there is a pressing need to reconsider teaching methods and incorporate digital approaches to align with contemporary learning paradigms. This study investigates the necessity of developing a mobile app module for teaching synthesis writing in a defence university setting in Malaysia. Ultimately, the research poses a central question: What are the perspectives of educators in a defence university in Malaysia regarding the necessity of developing a mobile application module for teaching synthesis writing? Through semi-structured interviews with five educators, the study explores their perspectives on the importance, challenges and strategies associated with teaching synthesis writing, as well as their readiness to integrate mobile technology into instruction. Thematic analysis of the data reveals four main themes: the importance of synthesis writing, challenges in teaching synthesis writing, learning strategies employed by educators, and the readiness to adopt mobile technology for teaching synthesis writing. The findings underscore the significance of this study for mobile application designers, English language educators, and course designers, providing insights into the specific needs and preferences regarding synthesis writing instruction. Furthermore, the study contributes to both theory and practice in education by addressing the growing demand for digital tools in writing instruction and highlighting the potential of mobile applications to enhance students’ writing skills.

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“…Finally, with growing evidence that learners of English may face linguistic disadvantages when studying at English‐medium universities, it seems necessary to identify the most effective ways to optimize students' preparation. A study conducted by Hartshorn et al (2019) found that TESOL faculty and content professors both considered reading and listening as the most important language skills for university‐level students to possess. Although many postsecondary students acquiring English for academic purposes have strategies for writing an essay or giving an oral presentation, very few have strategies for how to listen .…”

Section: Introductionmentioning

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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Comparing language skill priorities among TESOL faculty and ESL students bound for English‐medium universities

Cited by 5 publications

References 45 publications

The Effects of Transcript Use on Advanced ESL Listening Comprehension

The Effects of Transcript Use on Advanced ESL Listening Comprehension

A Digital Approach to Teach Synthesis Writing for a Defence University: A Needs Analysis

A descriptive framework for academic listening pedagogy: An observational study

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