Listening Logs for Extensive Listening in a Self-regulated Environment

Lee, You-Jin; Cha, Kyung-Whan

doi:10.1007/s40299-017-0347-0

Cited by 14 publications

(21 citation statements)

References 25 publications

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“…Thus, it is again confirmed that when students are doing EL activity, they listen to the listening input for pleasure but it is still meaningful (Renandya & Farrell, 2011). Furthermore, it confirms the results of previous research investigating EL (Chang & Millett, 2014;Chang et al, 2018;Lee & Cha, 2017;Mahmudah, 2015;Fauzanna, 2017;Saputra & Fatimah, 2018;Setyowati & Kuswahono, 2018;Takaesu, 2013) that extensive listening offers many benefits for students' listening development.…”

Section: The Benefits Of El For the Studentssupporting

confidence: 82%

“…The questions were compiled based on theories about extensive listening mentioning that EL can be a fun and meaningful activity to develop students' listening fluency (Ivone & Renandya, 2019;Renandya & Farrell, 2011;Renandya & Jacobs, 2016;Waring, 2008). In addition, the questions in the questionnaire were also composed based on previous studies' results about extensive listening revealing the perceived benefits of extensive listening for students, such as facilitating students to become more autonomous and confident to learn listening and knowing various English accents (Anggraeni & Indriani, 2018;Chang & Millett, 2014;Chang et al, 2018;Lee & Cha, 2017;Takaesu, 2013).The questionnaire was distributed to all students in the class (21 students), but there were only 19 questionnaires returned to the researcher. A descriptive statistical analysis was employed to analyze the data of this study.…”

Section: Methodsmentioning

confidence: 99%

“…Some studies revealed positive results of the implementation of extensive listening in language classes. A study conducted by Lee and Cha (2017) showed that extensive listening using a listening log can increase students' confidence while they have to listen to their interlocutors in communication. Moreover, Chang and Millett (2014) found that extensive listening helps students develop their listening fluency.…”

Section: Introductionmentioning

confidence: 99%

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EAP Students’ Perceptions of Extensive Listening

Nugroho

2020

Metathesis.J.Engl.Lang.Lit.Teach.

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<p>Compared to other language skills, listening is a language skill that may be ignored and forgotten in English for academic purposes (EAP) classes. Thus, there should be more room for teaching listening in EAP classes. Extensive listening (EL) could be one alternative that English teachers can do to give more room for teaching listening. This paper shares 19 EAP students' perceptions of an EL program. Research data showed that most students have positive perceptions of EL. EL provides a fun but meaningful activity for students. Most of the students agree that EL can improve their listening fluency and vocabulary and exposes them to various English accents. In addition, they stated that EL helped them become more confident to talk to other people in English and they want to do EL in the future although nobody asks them. Therefore, EL is a promising program to be implemented in EAP classes.</p>

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Section: The Benefits Of El For the Studentssupporting

confidence: 82%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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EAP Students’ Perceptions of Extensive Listening

Nugroho

2020

Metathesis.J.Engl.Lang.Lit.Teach.

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“…The researchers, who investigated the problem of foreign speech perception from the perspective of a language teaching, confirm the difficulties of forming listening skills (Rahimi & Katal, 2012;Gulec & Durmus, 2015;BaĿatur, 2016;Zarei & Parhizkari, 2017;Lee & Cha, 2017) and say in similar experiments that "empirical results provide preliminary evidence that academic listening forms a separate facet of listening comprehension" (Marx, Heppt & Henschel, 2017). O. Lesnov investigates "how audio-only and video-enhanced delivery formats of listening passages compared in terms of difficulty for English as a second language (ESL) students".…”

Section: Discussionmentioning

confidence: 86%

Perspectives on Study abroad Students through Passing FCE Test: Listening Problems

Holubnycha¹,

Moroz²,

Голубнича³

et al. 2020

RREM

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The recent globalization processes have created the new opportunities for young people"s international mobility making educational migration the major trend of our time. One common way to confirm an English-level qualification is to obtain a certificate in an international examination, e.g. Cambridge ESOL exams, which are intended to test comprehensively all language skills. One aspect that due to its complexity and even ambiguity deserves to become an object of thorough consideration and detailed analysis is the problem of reaching desired level of student"s proficiency in foreign language listening. This article presents a research that offers perspective on the problems of developing students" listening. Thus, the purpose of the article is to research the interaction between the improvement of students" listening comprehension skills in comparison with the advance of other academic competences and to offer the ways of the intensification of listening ability development. Among the research methods, following have been used: the students" progress in developing five language competences (Listening, Writing, Speaking, Reading and Use of English) was measured by testing (oral and written), observation, discussion; statistical methods (Student"s t-test) helped to evaluate the results of the experiment. In total, 90 University students in 2017/19 took part in this study. As our experiment has demonstrated, listening competence is less ready to progress compared with other component of the English language competence (Speaking, Reading and Use of English) surpassed only by Writing. It is found that the present investigation opens the perspectives for further researches.

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“…Promoting listening fluency in an Extensive Listening course is a novel idea. Even though extensive listening to second language (L2) teaching has been widely researched worldwide (Alm, 2013;Bidabadi & Yamat, 2014;Blyth, 2012;Bozan, 2015;Chang, 2012;Chang, 2018;Lee & Cha, 2017;Masrai, 2019;Pamuji, Waring, & Kurniawan, 2019;Renandya, 2012;Renandya & Jacobs, 2016;Renandya & Ivone, 2019;Takaesu, 2013;Yeh, 2013;Zeng & Goh, 2018) and the impacts of extensive listening on the L2 and English as a foreign language (EFL) students' listening fluency (Chang, 2011;Chang & Millet, 2014;Chang & Millet, 2016;Chang, Millet, & Renandya, 2018;Tsai, 2019), it is unfortunate that there are minimal data found in the literature discussing extensive listening in Indonesian initial teacher education contexts. Not until recently did Widodo & Rozak (2016) conducted a qualitative investigation into the use of online videos for extensive listening coupled with reflective practice and online discussions.…”

Section: Introductionmentioning

confidence: 99%

Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening

Rozak¹,

Saleh²,

Bharati³

et al. 2021

AWEJ

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This article reports the use of similar news stories in narrow listening in an Extensive Listening course to promote student teachers’ listening fluency in an Indonesian initial teacher education context. This study was to investigate: (1) What is the patterns of interaction of Indonesian student teachers of English regarding their listening fluency when exposed to slow, moderately slow, and normal speech level texts?; and (2) What are the challenges and opportunities of promoting listening fluency through narrow listening using news stories in an Extensive Listening course? The aims of this article are to portray student teachers’ listening fluency interaction patterns through similar news stories in narrow listening and to investigate the challenges and opportunities of promoting listening fluency using narrow listening. This sequential mix-method study reported 40 student teachers’ engagement in extensive listening activities over 12 weeks, such as: (1) the choice of the news stories using online extensive listening material selection survey, (2) repeated listening tasks for fluency development at a lower to a normal speech rate level, and (3) linked-skills fluency development activities scaffolded by the teacher educators. The study found that similar news stories in narrow listening as extensive listening material helped student teachers familiarize similar structures and vocabulary of the spoken texts from similar topics/themes. The article portrays the inclusion of narrow listening in an Extensive Listening course can help the development of student teachers’ listening fluency in Indonesian initial Teacher Education context.

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Listening Logs for Extensive Listening in a Self-regulated Environment

Cited by 14 publications

References 25 publications

EAP Students’ Perceptions of Extensive Listening

EAP Students’ Perceptions of Extensive Listening

Perspectives on Study abroad Students through Passing FCE Test: Listening Problems

Student Teachers’ Listening Fluency Interaction Patterns: The Use of Similar News Stories in Narrow Listening

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