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Journal articles on the topic 'Critical listening'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Schieble, Melissa, Amy Vetter, and Kahdeidra Monét Martin. "Critical Listening for Critical Conversations." English Journal 111, no. 2 (2021): 73–79. http://dx.doi.org/10.58680/ej202131501.

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2

Gregory, Brian C. "“Developing Critical Listening”." Resonance 3, no. 3 (2022): 309–29. http://dx.doi.org/10.1525/res.2022.3.3.309.

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The mid-1930s saw broadcasters, educators, and researchers coalesce around the study and implementation of critical listening for educational radio as a new technology for school instruction. These early media literacy researchers were motivated by ambitions to counter distracted and passive listening caused by commercial radio, advertising, and propaganda; to foreground the aural sense in classrooms dominated by reading and writing; and to promote democratic listening in young people. The following investigation draws from previously unexamined archival materials from research centers and rad

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3

Erkek, Gülten, and Zekerya Batur. "A Comparative Study on Critical Thinking in Education: From Critical Reading Attainments to Critical Listening Attainments." International Journal of Education and Literacy Studies 8, no. 1 (2020): 142. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.142.

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The importance of this study is to contribute to the development of curriculums and materials to be prepared for Turkish course in order to serve the needs of the era by creating a critical listening attainment list from the philosophy of the national curriculum and from the education programs of countries which are considered successful internationally. In the literature, there have been very few studies on critical listening skills. In addition, in the educational programs of the countries, there is a lack of achievements in listening skills, especially in critical listening skills. Besides,

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4

Baki, Yasemin. "The Impact of Critical Listening and Critical Reading on Critical Thinking." Behavioral Sciences 15, no. 1 (2025): 34. https://doi.org/10.3390/bs15010034.

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Critical listening, critical reading, and critical thinking are three closely related cognitive skills that aim to evaluate information with an analytical and questioning approach. Critical listening and critical reading, which are receptive language skills, represent the application of critical thinking in different contexts. Critical thinking, which is a productive language skill, provides a framework for these two receptive language skills and enables the evaluation of the accuracy of information accessed through critical listening and critical reading, analyzing different perspectives and

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Pinheiro, Sara. "The Critical Ear." Revista Vórtex 12 (December 22, 2024): 1–17. https://doi.org/10.33871/vortex.2024.12.9522.

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The “critical ear” is a concept crossing ideas of “technical listening” and “ear cleaning”. It was first presented as a workshop (Synth Library Prague, July 2024) dedicated to listening in its manifolds and complexities. It discussed our sonic environment and the several contexts in which listening takes place. Based on exercises that train frequency recognition, for example, how can we recognise that content in our mundane soundscape? In that sense, these exercises take a very pragmatic perspective, aiming at identifying frequencies and acoustic phenomena out-in-the-world. These comprise a ba

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6

Harida, Ratri. "Youtube to Promote Critical Thinking in Critical Listening Course." Journal of English Language Learning 7, no. 1 (2023): 363–73. http://dx.doi.org/10.31949/jell.v7i1.5941.

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When it comes to teaching students listening skills, audio-visual learning techniques are superior to audio-only ones. Therefore, YouTube becomes the primary source to get diverse and high quality videos for critical listening courses. In order to better understand the language, students would be able to connect words and images. Using interviews and observation to collect the data, this research found that using YouTube videos has a positive impact on promoting critical thinking while engaging in a critical listening course. Through 1) freeze framing and prediction; 2) repetition and role pla

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Ahmed, Basyoni –. Graeme Medd. "The Development and Assessment of Critical Listening Skills in the Speech Program." International Journal of Social Science And Human Research 06, no. 03 (2023): 1866–72. https://doi.org/10.5281/zenodo.7781337.

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Critical listening is comparing what is heard to some standard or cognitive evidence. The creative listener analyses the statements and facts throughout this process to generate critical judgments. This highly intentional endeavor requires a questioning and analytical mentality to conclude or act on the judgments formed through creative listening. The capacity to make knowledgeable judgments while hearing analytically to discern both qualities and faults is the goal of critical listening. The main goal is pedagogical and concerns designing and testing a tool that could measure students’

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8

Pogonowski, Lenore. "Critical Thinking and Music Listening." Music Educators Journal 76, no. 1 (1989): 35–38. http://dx.doi.org/10.2307/3400897.

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9

Azizoğlu, Nahide İrem, and Alparslan Okur. "The impact of education tailored for critical listening on the critical listening skills of seventh-grade students." South African Journal of Education 43, no. 4 (2023): 1–11. http://dx.doi.org/10.15700/saje.v43n4a2158.

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Critical listening is not only a complex whole that covers different skills but also 1 of the skills areas we mostly need in today’s society. The aim of this research was to determine the effects of education tailored for critical listening on the critical listening skills of 7th-grade students. For this purpose, we applied the relevant education in two 7th-grade classes in Sakarya, Türkiye. This was a quasi-experimental study and it was completed in 40 course hours. The experimental group received training on critical listening skills and critical listening texts and questions were used to co

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Arono, Arono. "The Relationship Between Listening Strategy Performance and Critical Listening Ability of Indonesian Students." Al-Ta lim Journal 22, no. 1 (2015): 81–87. http://dx.doi.org/10.15548/jt.v22i1.117.

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It is believed that students’ critical listening ability can be improved through proper listening strategy performance. This action research (Fraenkel Wallen, 2007) was conducted in line with the assumption that students of Indonesia Literature and Language Education, Bengkulu University and Bengkulu Muhammadiyah University could reach proficient level provided that they were taught properly. The goal of this research was to reveal listening strategy performance related to students’ critical listening ability. The result of the research showed that the relationship between listening strategy p

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11

Sulistyani, Sulistyani, Khoiriyah Khoiriyah, Agung Wicaksono, Mahendra Puji Permana Aji, and Rino Sardanto. "EXPLORING CRITICAL THINKING ACTIVITIES IN LISTENING COMPREHENSION EXERCISES." Premise: Journal of English Education 12, no. 2 (2023): 767. http://dx.doi.org/10.24127/pj.v12i2.7506.

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This study identifies the critical thinking activities employed in listening comprehension exercises and the way the activities facilitate students' listening comprehension. The study employs content analysis to explore integrating critical thinking activities in listening comprehension exercises. The study involves the listening exercise source, namely a textbook entitled Real Listening and Speakingoye Three by Miles Craven. The result of the study shows that critical thinking activities include identifying the situation and the factors that may influence it, locating the basis for the resear

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12

Gunawan, Aninda Putri, Gin Gin Gustine, and Muhammad Handi Gunawan. "CRITICAL LISTENING IN HIGHER EDUCATION: INSIGHTS FROM INDONESIAN EFL LEARNERS." English Review: Journal of English Education 11, no. 3 (2023): 675–86. http://dx.doi.org/10.25134/erjee.v11i3.8236.

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This research aims to examine the practice of critical listening in higher education. This investigation involves fourth-semester students in the English Education Department of an Indonesian public state institution. This research utilized a qualitative case study. This study's data were collected using a triangulation method incorporating classroom observation, questionnaires, and semi-structured interviews. In this research, the data were analyzed thematically. According to the data analysis, students benefited from implementing critical listening in the classroom because the critical liste

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13

Lekander, Becky Jo, Sharon Lehmann, and Ruth Lindquist. "Therapeutic Listening." Dimensions of Critical Care Nursing 12, no. 1 (1993): 24–30. http://dx.doi.org/10.1097/00003465-199301000-00012.

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Bell, Cindy L. "Critical Listening in the Ensemble Rehearsal: A Community of Learners." Music Educators Journal 104, no. 3 (2018): 17–25. http://dx.doi.org/10.1177/0027432117745951.

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This article explores a strategy for engaging ensemble members in critical listening analysis of performances and presents opportunities for improving ensemble sound through rigorous dialogue, reflection, and attentive rehearsing. Critical listening asks ensemble members to draw on individual playing experience and knowledge to describe what they hear. Focused discussion revolves around key issues that music directors consider during daily rehearsals: tonal quality, balance, blend, articulation, accuracy of performance, interpretation, musicality, and much more. An important component of criti

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15

Burns, Jeanne M., and Donald J. Richgels. "A Critical Evaluation of Listening Tests." Academic Therapy 24, no. 2 (1988): 153–62. http://dx.doi.org/10.1177/105345128802400206.

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Arono, Nadrah, Elvi Susanti, et al. "The Implementation of TPACK-Based Metacognitive Listening Strategies in Improving Students' Critical Listening Skills." Journal of Language Teaching and Research 16, no. 1 (2025): 346–58. https://doi.org/10.17507/jltr.1601.36.

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Not all students can effectively absorb and process the information they receive, highlighting the need for metacognitive listening strategies and appropriate technology to enhance their critical listening skills. Hence, this study aimed to investigate the implementation of TPACK-based metacognitive listening strategies in improving students' critical listening skills. This quantitative descriptive study utilized observation, questionnaires, and tests for data collection. The study sample comprised 88 first-semester students from the Indonesian Language Education Study Program at the Universit

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17

Wuryaningrum, Rusdhianti, Arju Muti'ah, and Arief Rijadi. "Listening: Teacher Language Awareness (TLA)." International Journal of Social Sciences and Humanities Invention 9, no. 04 (2022): 6874–78. http://dx.doi.org/10.18535/ijsshi/v9i04.01.

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Critical listening merupakan bagian yang terpenting dalam pembelajaran. Guru memiliki tanggung jawab meningkatkan keterampilan berpikir kritis melalui proses pembelajaran di kelas. Critical listening berperan besar dalam, (1) melatih siswa melakukan aspek keterampilan berpikir kritis, (2) disposisi, (3) dan berkomunikasi secara etis dan layak. Guru dengan tanggung jawab tersebut perlu fokus dan memiliki TLA. Dengan TLA, critical listening akan diakusisi siswa dengan cara alami. TLA dapat dilakukan dengan analogi, ekspresi, dan ilustrasi. Ketiga hal tersebut merupakan bentuk realisasi PCK. Deng

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Ivanovska, Lela, and Viktorija Petkovska. "THE RELATIONSHIP BETWEEN CRITICAL THINKING ABILITY AND METACOGNITIVE LISTENING STRATEGIES OF EFL LEARNERS." International Journal of Applied Language Studies and Culture 2, no. 1 (2019): 23–30. http://dx.doi.org/10.34301/alsc.v2i1.15.

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The present study was conducted to identify the relationship between critical thinking and metacognitive awareness listening strategies of Intermediate EFL learners. It also, investigated difference between the learners with high and low critical thinking ability on their performance in metacognitive listening strategies use. The participants of this study were 120 first year university students from the Faculty of Information and Communication Technologies, Bitola, Macedonia. Watson-Glaser Critical Thinking Questionnaire, Meta-Cognitive Awareness Listening Questionnaire and listening comprehe

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Sary, Fetty Poerwita. "TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT." Indonesian EFL Journal 1, no. 1 (2017): 41. http://dx.doi.org/10.25134/ieflj.v1i1.612.

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The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for

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20

Beach, Pamela, and Benjamin Bolden. "Music Education Meets Critical Literacy: A Framework for Guiding Music Listening." Music Educators Journal 105, no. 2 (2018): 43–50. http://dx.doi.org/10.1177/0027432118808580.

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This article presents an approach to music listening that creates spaces for critical literacy, inviting music educators to consider critical literacy practices when listening and responding to music. We begin with a discussion of critical literacy pedagogy in the context of music education followed by a sample flexible lesson plan that uses critical literacy as a framework to guide a music-listening experience. We then outline research-based critical literacy strategies used to frame the design of the learning experience. Through critical literacy listening, students can learn to recognize ex

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21

Masbirorotni, Failasofah, and Nurul Izzah. "Using “Listening Time Podcast” on Spotify to Improve Students’ Listening Comprehension." Eduvelop: Journal of English Education and Development 7, no. 1 (2023): 1–9. http://dx.doi.org/10.31605/eduvelop.v7i1.2894.

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This pre-experimental study investigates whether the use of “Listening Time Podcast” on Spotify is able to improve students’ listening comprehension. It was conducted at class R002 which consisted of 29 students. They were the students of English Department, Universitas Jambi academic year 2022/2023. The data was gathered through pre-test and post-test. The findings of the study show that the mean score for post-test is higher than the post-test score. The mean score for pre-test was 59.72 while the post-test score was 73.24. This result indicates that there is an increase in the student's lis

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22

OSBOURN, ROSAMUND J. "Speaking, Listening and Critical Studies in Art." Journal of Art & Design Education 10, no. 1 (1991): 31–55. http://dx.doi.org/10.1111/j.1476-8070.1991.tb00560.x.

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23

Hanks, William E. "Critical Listening Promotes Understanding of TV News." Journalism Educator 42, no. 4 (1987): 13–40. http://dx.doi.org/10.1177/107769588704200404.

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24

Silverman, Marissa. "A critical ethnography of democratic music listening." British Journal of Music Education 30, no. 1 (2012): 7–25. http://dx.doi.org/10.1017/s0265051712000423.

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The purpose of this critical ethnography was to investigate how music educators can approach the development of students’ music listening abilities democratically in order to deepen students’ musical understandings and, by teaching through music, create pathways for student–teacher transactions that are inclusive, educative, ethical and transformative. Critical ethnographies utilise qualitative data collection methods (e.g. observations, journaling, interviews, audiotapes) for sociopolitical and ethical purposes. That is, critical ethnographies are ‘critical’ in two senses: (a) they are framed

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Susanti, Susanti, Juwita Boneka Sinaga, and Erwin Ashari. "The Implementation of Cognitive and Metacognitive in Critical Listening Skill through a Short Video." Lectura : Jurnal Pendidikan 16, no. 1 (2025): 154–64. https://doi.org/10.31849/lectura.v16i1.25295.

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The development of critical listening skills is essential for university students to engage effectively with complex academic content, fostering higher-order thinking and problem-solving abilities. Critical listening involves actively analyzing, synthesizing, and evaluating information. This study explores the integration of cognitive and metacognitive strategies to enhance critical listening among third-semester students. Cognitive strategies focus on mental processes, while metacognitive strategies involve self-regulation and reflection. Multimedia tools, particularly short videos, offer dyn

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Liu, Xiaoling, and Xin Jin. "Correlation Between English Major Sophomores’ Critical Thinking Disposition and Their Listening Comprehension Performance." Journal of Language Teaching and Research 12, no. 6 (2021): 1010–20. http://dx.doi.org/10.17507/jltr.1206.17.

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Critical thinking has drawn the attention of western researchers and domestic researchers as well. The study aims to explore whether there exists correlation between sophomore English majors’ critical thinking disposition and their listening comprehension performance, and any significant difference between critical thinking disposition and listening comprehension performance in different proficiency levels. Based on the analysis of the data collected from listening comprehension tests and critical thinking disposition questionnaire, the following findings are obtained: 1) there exists signific

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Nagwa Mohammed Khallaf, Amin Rasti-Behbahani, and Mohammed Abdulgalil Abugohar. "Genre Analysis in Blended Learning: Empowering English Majors’ Critical Listening Skills: Case of Faculty of Education, Minia University, Egypt." Forum for Linguistic Studies 6, no. 5 (2024): 793–808. http://dx.doi.org/10.30564/fls.v6i5.6767.

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Critical listening is a vital learning skill. Enhancing critical thinking skills through classroom activities is an important responsibility of teachers. Critical listening involves comprehending spoken information, evaluating it, and forming judgments and opinions based on what is heard. The current study was carried out at the Faculty of Education, Minia University, Egypt, to examine the effectiveness of a blended learning program utilizing genre analysis on enhancing critical listening skills among English majors. The current study used quasi-experimental research in an explanatory mixed me

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Purnamaningwulan, Rina Astuti. "Listening journals to promote students’ critical thinking skills in an integrated Listening-Speaking Course." Studies in English Language and Education 9, no. 2 (2022): 744–60. http://dx.doi.org/10.24815/siele.v9i2.23387.

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This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ respon

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Amir, Shamaila, Ahmad Saeed, and Muhammad Akhtar Kang. "CRITICAL EVALUATION OF LISTENING COMPREHENSION COMPETENCY IN HIGHER SECONDARY SCHOOLS: EVIDENCE FROM QUETTA, BALUCHISTAN, PAKISTAN." Folia linguistica et litteraria XIII, no. 39 (2022): 373–94. http://dx.doi.org/10.31902/fll.39.2022.19.

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Listening Skill of any language is the key to all effective communication (Amir & Kang, 2018a; Amir & Kang, 2018b). Listening means the ability to receive and interpret the spoken text accurately and this fact makes it the one communication skill that a language learner should master. Considering the importance of the English language in Pakistan’s educational system, and that of Listening comprehension in the communication system, this study critically evaluates listening competency making a comparison between various groups of Higher Secondary School students of the provincial capita

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Fanandi, Firman Billy. "The EFL Students Internal Factor Causing Critical Listening Anxiety at IAIN Palangka Raya." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (2022): 489–508. http://dx.doi.org/10.24256/ideas.v10i1.2700.

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In learning, worry and anxiety are natural things experienced by humans. In the same vein, anxiety can be caused by obstacles in the process of learning to listen. This happens to students to master listening skills. Therefore, this study aims to determine the factors that influence students' listening anxiety in the Critical Listening class at the State Islamic Institute of Palangka Raya. To answer this question, the researcher used mixed methods. Participants in this study amounted to 51 participants. Researchers distributed questionnaires and conducted interviews with participants. Based on

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Nainggolan, Elsa Ernawati, and Hanifah. "UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL." Getsempena English Education Journal 7, no. 2 (2020): 340–58. http://dx.doi.org/10.46244/geej.v7i2.1022.

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The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed b

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32

Volkomor, Vitalii. "The Specifics of Critical Listening in the Art of Sound Recording." Bulletin of KNUKiM. Series in Arts, no. 42 (July 14, 2020): 97–102. https://doi.org/10.31866/2410-1176.42.2020.207638.

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The purpose of the article is to identify and characterise the features of critical listening as a strategy for evaluating an audio signal in the context of the art of sound recording. To provide the overall view and understanding of the research issues, the method of generalization and systematization of scientific knowledge on the phenomenon of sound in musicology was applied, as well as analytical and synthetic methods, method of musicological analysis, typological and system-structural, which have helped to organise the information, study the sound and music and the variety of elements, de

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33

Can, Fatih. "Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes." Shanlax International Journal of Education 9, S1-May (2021): 145–53. http://dx.doi.org/10.34293/education.v9is1-may.4010.

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This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Sc

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Elmosnino, Stephane. "Adapting language learning strategies to critical listening education in sound engineering." Journal of Music, Technology & Education 14, no. 2 (2021): 209–30. http://dx.doi.org/10.1386/jmte_00041_1.

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This article presents educational strategies for critical listening in sound engineering. Derived from listening within the context of language learning as an arguably more mature discipline that uses similar modes of communication, it aims to provide pedagogical methods transferable to a range of teaching and learning situations. Framed within embodied cognition as theoretical perspective, the strategies’ effectiveness is qualitatively assessed using learning journals and focus group interviews of 51 audio engineering students. This evaluation cements the validity of two educational strategie

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Sudirman and Merlin Novayanti Nepa Burenia. "Peningkatan Kemampuan Berpikir Kritis Menyimak Video Melalui Media Wordwall“Open The Box” Peserta Didik X C SMAN 5 Kupang." Transformatika: Jurnal Bahasa, Sastra, dan Pengajarannya 9, no. 1 (2024): 254–68. https://doi.org/10.31002/transformatika.v9i1.2163.

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This research aims to improve students' critical thinking skills in listening to observation reports about certain cultural objects presented in video form. Based on the phenomena that occur, students are less critical in thinking and tend to look for shortcuts in critical thinking. The shortcut in question is that students prefer to describe the objects they observe according to the results of their research on online sites, so that the content and results of listening can be said to be different. The formulation of the problem in this research is how students' critical thinking capacity is w

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Cornish, Gabrielle, and Matthew Kendall. "Introduction to Critical Discussion Forum: Socialist Sound Worlds." Slavic Review 82, no. 4 (2023): 859–64. http://dx.doi.org/10.1017/slr.2024.9.

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A lot happens when we press play. To prepare, we select a particular format of sound storage—maybe vinyl, magnetic tape, polyethylene, or an mp3—for the parsing, processing, and amplification of that format's content. Once things start moving, we inaugurate a listening experience that may seem effortless, but which has undergone meticulous social conditioning, and which is informed by our own deep histories of listening, aurality, and attention. In the long term, this process is not as rigid as it sounds: listening has always been flexible, and historians of the concert hall have told us a twi

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Khodjakulova, Nargiza. "THE INTEGRATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN DEVELOPING CRITICAL LISTENING SKILLS." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 05 (2025): 74–77. https://doi.org/10.70728/tech.v2.i05.025.

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This paper explores the integration of Communicative Language Teaching (CLT) in developing critical listening skills among language learners. CLT emphasizes interaction, authentic communication, and learner-centered instruction, making it a suitable framework for fostering higher-order thinking abilities. Through activities such as discussions, debates, and problem-solving tasks, learners engage actively with spoken input, enhancing their ability to analyze, evaluate, and interpret messages critically. The review highlights how CLT-based listening tasks mirror real-life communication, thereby

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38

Tervo, Sakari, and et al. "Preferences of Critical Listening Environments Among Sound Engineers." Journal of the Audio Engineering Society 62, no. 5 (2014): 300–314. http://dx.doi.org/10.17743/jaes.2014.0022.

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Zare, Mohsen, Fatemeh Behjat, Seyyed Jamal Abdollrahimzadeh, and Mehri Izadi. "Critical Thinking and Iranian EFL Students' Listening Comprehension." International Journal of Linguistics 5, no. 6 (2013): 12. http://dx.doi.org/10.5296/ijl.v5i6.4253.

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Elmosnino, Stephane. "A Review of Literature in Critical Listening Education." Journal of the Audio Engineering Society 70, no. 5 (2022): 328–39. http://dx.doi.org/10.17743/jaes.2022.0004.

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Kita, Caroline A., and Michelle R. Eley. "Cultivating Critical Listening: Hörspiele in the German Classroom." Die Unterrichtspraxis/Teaching German 52, no. 1 (2019): 69–81. http://dx.doi.org/10.1111/tger.12085.

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Alach, Bob, Lou Clark, William Carman, and Alex Case. "Design of a critical listening classroom and studio." Journal of the Acoustical Society of America 113, no. 4 (2003): 2274. http://dx.doi.org/10.1121/1.4780539.

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Cost, Doris L., Marcia H. Bishop, and Elizabeth Scott Anderson. "Effective Listening Teaching Students a Critical Marketing Skill." Journal of Marketing Education 14, no. 1 (1992): 41–45. http://dx.doi.org/10.1177/027347539201400106.

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44

Walzer, Daniel A. "Critical listening assessment in undergraduate music technology programmes." Journal of Music, Technology and Education 8, no. 1 (2015): 41–53. http://dx.doi.org/10.1386/jmte.8.1.41_1.

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Feller, Ross. "Audio Production and Critical Listening: Technical Ear Training." Computer Music Journal 42, no. 1 (2018): 82–86. http://dx.doi.org/10.1162/comj_r_00454.

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Beard, David. "ACOUSMATIC LISTENING AND A CRITICAL AWARENESS OF PLACE." International Journal of Listening 33, no. 3 (2019): 129–32. http://dx.doi.org/10.1080/10904018.2019.1634571.

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D’Antonio, Peter. "Design of critical listening rooms: A historical perspective." Journal of the Acoustical Society of America 127, no. 3 (2010): 1931. http://dx.doi.org/10.1121/1.3384849.

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Evstigneeva, Ilona A., and Viktor V. Poroshin. "Critical thinking development of linguistic university students in the process of teaching listening in English." Tambov University Review. Series: Humanities, no. 191 (2021): 24–31. http://dx.doi.org/10.20310/1810-0201-2021-26-191-24-31.

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Critical thinking is a special type of mental activity aimed at interpreting the world around us and evaluating the expected results. In this work, we consider the critical thinking development of linguistic university students in the process of teaching listening in English, analyze the terminology on the subject under study, develop and describe a three-stage model for the critical thinking development of linguistic university students through listening. A foreign language has a huge educational potential for the development of a student’s personality, and the development of critical thinkin

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Suharjono, Sigit, and Muhammad Afif. "USING SONGS AND MUSICS TO IMPROVE STUDENTS’ LISTENING SKILLS IN SENIOR HIGH SCHOOL." Griya Cendikia 8, no. 2 (2023): 1–9. http://dx.doi.org/10.47637/griyacendikia.v8i2.952.

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Listening is the most critical aspect of language acquisition, without which one cannot comprehend spoken language, nor can they produce any spoken language. However, EFL learners and teachers find listening is difficult to learn and to teach. Teachers can play a critical role in helping students overcome these challenges by providing opportunities for students to practice active listening, engaging them in discussions that are relevant to their interests and backgrounds, and using a variety of teaching methods, media, and resources to enhance their listening skills, one of which is using song

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Kabir, S. M. Akramul. "Policy and Practice of Listening in Secondary English Education: A Critical Reflection from Bangladesh." Mextesol Journal 48, no. 3 (2024): 1–11. http://dx.doi.org/10.61871/mj.v48n3-13.

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The current National Curriculum 2012 of English (VI- X) in Bangladesh incorporates both listening and speaking skills for its English education. Textbooks have also been designed in accordance with the policy which is set by the National Curriculum and Textbook Broad (NCTB). The English textbook, titled English for Today (EfT), was designed in alignment with the current National Curriculum for English (VI-X) for students in grades 6 through 10. The target of the EfT is to achieve students’ competency in integrated four skills of English language: listening, speaking, reading, and writing. Howe

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