Listening Comprehension Technology

Jones, Linda

doi:10.1558/cj.v25i3.400-419

Cited by 20 publications

(13 citation statements)

References 78 publications

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“…English sentences are longer and contain a wider range of formal and informal vocabulary. We could see how listening skills were improved too as conversations were repeated throughout the project (Jones, 2008). This relates to the discursive competence students are required to learn and practise as they study a second language.…”

Section: Research Findingsmentioning

confidence: 99%

Developing Oral Skills Through Skype: A Language Project Analysis

Taillefer

Muñoz-Luna

2014

Procedia - Social and Behavioral Sciences

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The aim of this paper is to analyse L2 usage in the oral interaction between university students from Hong Kong and Spain. With that research focus on mind, we carried out a Skype-mate Language Project, which purpose was to enhance oral communication skills and cultural awareness of students learning English and Spanish as L2. The qualitative methodology used in this analysis was the observation of a series of conversations between Hong-Kong and Spanish undergraduates through Skype, using English and Spanish as their means of communication. Both Skype mates had the same list of topics and questions in both languages, what were their conversation scripts. Interactions had a minimum length of 30 minutes, at least 15 minutes speaking in each language. Video recording of conversations on campus was the technique used to keep evidence of these oral interactions. Once the conversations took place, a quantitative stage would come: all students were required to submit an online questionnaire on their difficulties in understanding. Therefore, this study follows a mixed methodology, where quantitative and qualitative methods are employed. Results show that non-verbal communication was key for mutual understanding when L2 level was low; more proficient speakers explained cultural issues and commented on them. Within such communicative complexity, discursive and cultural issues seem crucial and should be considered in the L2 teaching curriculum.

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Section: Research Findingsmentioning

confidence: 99%

Developing Oral Skills Through Skype: A Language Project Analysis

Taillefer

Muñoz-Luna

2014

Procedia - Social and Behavioral Sciences

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“…This does not suggest that technology can teach and/or save a language outright, as these supplemental tools are presently not foolproof and permanent (Villa, 2002). Technology requires appropriate planning to ensure that any technology-based initiative enhances language learning (Jones, 2008) "in a manner that is appropriate to their cultural and linguistic realities" (Villa, 2002, p. 92).…”

Section: Language Pedagogymentioning

confidence: 99%

Indigenous language revitalization, promotion, and education: function of digital technology

Galla

2016

Computer Assisted Language Learning

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Within the last two decades, there has been increased interest in how technology supports Indigenous language revitalization and reclamation efforts. This paper considers the effect technology has on Indigenous language learning and teaching, while conceptualizing how language educators, speakers, learners, and technology users holistically understand, skillfully apply and communicate creative and balanced technological solutions that are based on understanding of contextual factors. A total of 80 participants representing at least 47 Indigenous languages completed a survey in 2009 representing individuals, organizations, and institutions that serve one or more Indigenous language communities across the United States, (Marquesas Islands and Tuamotu Islands), and Russia. The data reveal the functions digital technology has in Indigenous language revitalization, which include (1) positive and supportive roles (2) concerns, constraints, and tensions, and (3) Indigenous language education. Regardless of the size of the community, opportunities for using technology in Indigenous language revitalization efforts are shaped by linguistic, cultural, social, economic, environmental, and technological factors as expressed in the technacy framework for language revitalization. Findings indicate that technology has wide and mostly positive applications in language learning and teaching, that the benefits of those applications remain consistent across communities regardless of size and geographic location, and that new and innovative uses of technology are being adopted to support language revitalization efforts. Overall, the study underscores the importance of context in making grounded decisions about technology as a component of contemporary language revitalization efforts.

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“…This design could make the students learned the material and studied individually so they could understand their critical listening. According to Jones (2008) listening was not only accepted aural but also could make the students process written input or visual information. It made the students more effective in understanding information through multimedia both in cognitive and metacognitive aspects.…”

Section: Diagram Of Interative Multimedia Development Designmentioning

confidence: 99%

Improving Students Listening Skill through Interactive Multimedia in Indonesia

Arono¹

2014

JLTR

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Abstract-Leraning method inovation will influence learning media used and it is hoped to improve learning qualities. One of them is improving students' critical listening ability. This research was done to know the students activities in learning critical listening by using interactive multimedia and to measure the effetiveness of that multimedia in improving students' critical listening ability. The data was taken through test, observation, and interview. The result of the research were (1) the students created active, creative, and effective learning process independenly in measuring and developing each step of listening learning model. (2) Interactive multimedia was effective learning media to improve students' critical listening skill. It could be seen from improving critical listening ability in limited test at experiment class was 42,98%, whereas at control class the rise was only 7,36%. For extensive test, the improving of critical listening ability at experiment class was 33,88%, while control class was only up at 2,62%. (3) Critical listening strategy performance in PMAI Model could improve students' critical listening ability so that this model is better to be applied as an implimentation of reference in listening learning model. (4) Learning media with interactive multimedia can improve students' critical listening skill than audio learning media because listening is not only aural aspet but also visual aspect integrated with multimedia.

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Listening Comprehension Technology

Cited by 20 publications

References 78 publications

Developing Oral Skills Through Skype: A Language Project Analysis

Developing Oral Skills Through Skype: A Language Project Analysis

Indigenous language revitalization, promotion, and education: function of digital technology

Improving Students Listening Skill through Interactive Multimedia in Indonesia

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