Listening Comprehension Proficiency Development of Information Technology Students in ESP classroom

Abstract

The article describes the 2013-2019 study, conducted at Taras Shevchenko National University of Kyiv (Ukraine), and involved 221 undergraduate students of Computer Science and Cybernetics Faculty. The research aimed at developing students' motivation to selfimprovement of foreign language (FL) proficiency as a whole and listening comprehension competence in particular. We made a primary focus on listening comprehension improvement in the English for Specific Purposes (ESP) classroom since the students had performed poorer in listening than in the other ESP final exam activities. A new methodology for listening comprehension skills development through computer-assisted training activities related to the participants' professional environment (technological) was proposed. The experiment, which encompassed a three-stage metacognitive strategy training based on TED Talks online conference resource, was carried out. New was the idea that the students multitasked at all experiment stages -Listening Comprehension Input, Live Listening Comprehension, Listening Comprehension Output -that is, combined a "live listening" activity with reading, writing and speaking practice. Statistical analysis of the 2013-2019 ESP exam results based on the descriptive method, single-factor ANOVA and effect size measurement quantitatively proved the efficacy of the implemented methodology. The worked-out methodology might be used an alternative to traditional teaching techniques due to approach fruitfulness.

The Effects of Technology-Assisted Listening Practice on Moodle on English-Majored Freshmen's Listening Proficiency

“…The extent to which various attention-enhancing instructional techniques support students with varying proficiency levels of the second language (L2). The challenges must be taken into account from both pedagogical and listening proficiency consequences of technology-assisted practice on MOODLE for students majoring in English (Rebenko et al, 2019). Garrett (2009) further demonstrates how employing computers helps increase the efficacy of language learning programs, particularly in CALL.…”

“…In fact, according to Garrett (2009), pedagogy, theory, and computer-assisted language learning (CALL) all support one another in their respective contexts. Lastly, using technology to facilitate listening practice helps students become more proficient listeners (Rebenko et al, 2019).…”

Conceptualizing Research Methods Used in Teaching Listening Skill Studies Using Social Media and Technological Tools

“…The next example is conducted by Rebenko et al (2019). This study is designed to answer the following: How does the implementation of listening comprehension proficiency to the development of information technology students in the ESP class?…”

Esp Online Course as a Means of Enhancing Graduate Students’ Employability Opportunities - Case of Sumy State University

“…The primary skills the employers consider as the influential factors of successful employability are requirements to the graduates to have good communication skills for expressing themselves persuasively; 'soft' skills, mainly team working which is thought to be even more critical than most 'hard' skills; and professional work abroad (Andrews and Higson 2008). The higher-order skills like critical/creative thinking and problemsolving along with self-management, efficient collaboration, and conscious engagement in the core organization process are stated as the leading factors in getting the job as well as the specific learning related to the professional situation (Lowden et al 2011;Rebenko et al 2019).…”