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Journal articles on the topic 'Listening comprehension'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Izzah, Lidiyatul. "Implementing Song in Teaching Listening Comprehension at Muhammadiyah University of Jakarta." MORPH 1, no. 2 (2014): 1–13. https://doi.org/10.5281/zenodo.1216173.

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The paper attempts to investigate the use of song in teaching listening comprehension for students’ English department at Muhammadiyah University of Jakarta. The researcher used a descriptive qualitative method. The subject of the study was students in the sixth semester of Muhammadiyah University of Jakarta. The instrument and the procedure of data collection were used observation and questionnaire. The activities of the implementation involved the use of song in teaching listening. The paper answers the following questions: 1. What are the impacts of using song-learning English? 2. How

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2

Wang, Ziwei. "Teaching Listening Comprehension." Learning & Education 9, no. 3 (2020): 62. http://dx.doi.org/10.18282/l-e.v9i3.1576.

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Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning

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Byrnes, Heidi, and Penny Ur. "Teaching Listening Comprehension." Modern Language Journal 69, no. 2 (1985): 162. http://dx.doi.org/10.2307/326508.

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4

Moore, Jean M., and William Flint Smith. "Listening with Comprehension." IALLT Journal of Language Learning Technologies 12, no. 1 (2019): 18–28. http://dx.doi.org/10.17161/iallt.v12i1.9000.

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Keefe, Leann, and Devin Asay. "Russian Listening Comprehension." Slavic and East European Journal 41, no. 3 (1997): 532. http://dx.doi.org/10.2307/310218.

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6

Kök, İzzettin. "Relationship between Listening Comprehension Strategy Use and Listening Comprehension Proficiency." International Journal of Listening 32, no. 3 (2017): 163–79. http://dx.doi.org/10.1080/10904018.2016.1276457.

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Shamsitdinova, Manzura, and Judy Smetana. "TEACHING LISTENING COMPREHENSION AND FACILITATING LISTENING PROCESS IN THE CLASSROOM." American Journal of Social Science and Education Innovations 05, no. 05 (2023): 57–60. http://dx.doi.org/10.37547/tajssei/volume05issue05-11.

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This article focuses on the two key areas of developing the students' listening skills and proposes some accepted beliefs to challenge regarding the way we prepare students to listen and the types of tasks given to encourage teachers, to adopt an approach to deal with listening authentic texts.

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kizi, Avazova Farangiz Ikhtiyor. "PURPOSE AND PROBLEMS OF LISTENING COMPREHENSION." International Journal of Advance Scientific Research 05, no. 12 (2024): 15–22. https://doi.org/10.37547/ijasr-04-12-03.

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This article discusses the role of listening comprehension in native language classes today, the formation of an understanding of this skill in students, training them to work with this skill task, the teaching of listening comprehension skills abroad and in our native language classes, problems and solutions.

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Thiri, Soe Win, and Yu Yu Maung Win. "The Effect of Listening Activities on Students' Listening Comprehension." International Journal of Trend in Scientific Research and Development 3, no. 5 (2019): 2284–86. https://doi.org/10.5281/zenodo.3591312.

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Listening skill competency is one of the challenges of all four English skills for EFL English as a Foreign Language learners. This study investigates the correlation and the influence between listening strategies and listening comprehension. The objective of the study is to find out whether pre listening, while listening and post listening activities are the most effective activities to students' listening comprehension. Thirty students in the University of Computer Studies, Mandalay in 2018 2019 academic years participated in this study. The research data was collected by using IELTS tes

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Tosheva, Ruxshona Bobomurod qizi. "THE IMPORTANCE OF LISTENING COMPREHENSION IN LEARNING ENGLISH." JOURNAL OF UNIVERSAL SCIENCE RESEARCH 1, no. 8 (2023): 296–300. https://doi.org/10.5281/zenodo.8301056.

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Many studies in language learning have stated that the influence of listening skills in EFL classroom. This paper discusses the importance of listening comprehension. There are major reasons for acquiring a knowledge of relationship between listening comprehension and language learning. Listening skills play a vital role in learning English as they contribute to comprehension, communication abilities, pronunciation improvement, vocabulary expansion, cultural understanding, test preparation success, and self-study opportunities. Therefore, it is crucial for English learners to actively practice

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Muhammad, Fajri Hamdy. "The Effect of Using Digital Storytelling on Students' Reading Comprehension and Listening Comprehension." Journal of English and Arabic Language Teaching 8, no. 2 (2017): 112–23. https://doi.org/10.5281/zenodo.3952312.

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The purpose of this study was to find out the effect of using digital storytelling strategy on students' reading comprehension and listening comprehension. The design of this study was Quasi-Experimental with pretest and post-test. Thus, two classrooms containing the total of 60 students of level II at Language Development Center of UIN Suska Riau were selected as the sample based on their similar characteristics and were assigned into an experimental and a control group. In collecting the data, reading and listening tests as well as observations were utilized to assess participants’

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Ruhe, Valerie. "Graphics and Listening Comprehension." TESL Canada Journal 14, no. 1 (1996): 45. http://dx.doi.org/10.18806/tesl.v14i1.677.

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How effective are graphics as lecture comprehension supports for low-proficiency ESL listeners? In an experiment conducted with 103 college-level Asian students, a group that heard an audiotape while looking at a page with an organizational graphic performed better on a comprehension test than a control group (no words or graphics provided), whereas the participants in two vocabulary conditions (one with vocabulary from the lecture listed in alphabetical order and the other with vocabulary listed in the order in which the words occurred in the text of the mini-lectures) performed no better tha

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13

Twist, Juliet, and Hilary Ferral. "Revised PAT: Listening Comprehension." Set: Research Information for Teachers, no. 3 (November 1, 2010): 53–54. http://dx.doi.org/10.18296/set.0428.

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14

Dirven, René, and John Oakeshott-Taylor. "Listening comprehension (Part II)." Language Teaching 18, no. 1 (1985): 2–20. http://dx.doi.org/10.1017/s0261444800011241.

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Hasim, Okta Rianti, Yuyun Hendrety, and Nita Ria. "The Impact of Listening Comprehension on Reading Comprehension: A Correlational Research." Journal of English Education 2, no. 2 (2024): 89–98. https://doi.org/10.61994/jee.v2i2.710.

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The aim of this research was to find out whether or not there was any correlation between students reading comprehension and students listening comprehension. The population was the tenth-grade students with the total 630 students from 14 classes at SMA N 10 Palembang. To the sample of this research, intake sampling technique was implemented. There were 90 students as a sample from class X.7 and X.8. The data were selected from students reading comprehension and students listening comprehension. In analysing the data, correlation analysis, regression analysis and normality test was used. Based

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Syahfutra, Wandi, Maria Safriyanti, and Titiek Fujita Yusandra. "Exploring Vandergrift ‘s Metacognitive Strategies Use and Its Impact on Listening Comprehension: A Comprehensive Review." International Journal of Language Pedagogy 3, no. 2 (2023): 43–51. http://dx.doi.org/10.24036/ijolp.v3i2.53.

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This article aimed to explore various metacognitive strategies use and its impact on listening comprehension based on five components or factors of Vandergrift’s metacognitive awareness listening questionnaire (MALQ) at different research areas. The reviewed articles were conducted by using literature review approach in which ten selected articles published from 2016 to 2021 at reputable international journals to be reviewed comprehensively. The selected articles were explored at different learning atmospheres to find out metacognitive strategies use and its direct impact on listening comprehe

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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "The Significance of Listening Comprehension in English Language Teaching." Theory and Practice in Language Studies 6, no. 8 (2016): 1670. http://dx.doi.org/10.17507/tpls.0608.22.

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Listening is a significant language skill to develop in second language learning. Despite its importance, language learners consider listening as the most difficult language skill to learn. Since the role of listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues concerning listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening compreh

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XAVIER, AQUINO VELASCO, and MA JHONA B. ACUÑA. "LISTENING STRATEGIES AND LISTENING COMPREHENSION OF L2 LEARNERS." i-manager’s Journal on English Language Teaching 11, no. 3 (2021): 1. http://dx.doi.org/10.26634/jelt.11.3.17951.

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Irma, Ahmad, and Jafre Mohamed. "A Conceptual Framework in Developing an Alternative Listening Comprehension Test to Profile Learners' Performance." Education Quarterly Reviews 1, no. 2 (2018): 240–47. https://doi.org/10.31014/aior.1993.01.01.25.

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This conceptual paper addresses the information in developing a comprehensive listening comprehension test to profile learners’ listening performance based on international standards. Listening is a fundamental skill in which students need to gain adequate proficiency for their successful in communication and academic achievement. Underpinned by tenets derived from three flagship models and approach- Socio-cognitive Framework for Developing Test of Listening by Weir, the Cognitive Processing Model by Geranpayeh and Taylor, and General Language Ability and Listening Ability Model by Rost

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20

HaiyoungLee and 박지연. "The Correlation among Korean Listening Comprehension Ability, Listening Self-efficacy, Listening Strategy, Listening Comprehension Anxiety, and Listening Exposure Time for Thai Korean Learners." Journal of Korean Language Education 28, no. 3 (2017): 85–104. http://dx.doi.org/10.18209/iakle.2017.28.3.85.

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Öksüz, Halil İbrahim, Serpil Elalmış, İsmail Yaşartürk, and Hayati Akyol. "The Effect of Cultural Schemas on Reading Comprehension and Listening Comprehension*." Cukurova University Faculty of Education Journal 53, no. 3 (2024): 1333–53. https://doi.org/10.14812/cuefd.1469469.

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The aim of this study is to reveal the effect of third-grade primary school students' cultural schemas on both reading comprehension and listening comprehension skills. The study group of this descriptive survey model research consists of third-grade primary school students. The data collection process of the study was implemented with 48 third-grade primary school students studying in two different classes. The question scale of the Error Analysis Inventory was used to measure both reading comprehension and listening comprehension skills. In the level determination stage of the study, the tex

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Teshaboyeva, Nafisa Zubaydulla qizi, and Ozodbek Ismat o'g'li. Durdiyev. "Cultural Influences on Listening Comprehension." ACUMEN: INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH 1, no. 4 (2024): 252–54. https://doi.org/10.5281/zenodo.14227970.

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<em>Cultural influences significantly impact listening comprehension, shaping how individuals interpret spoken language and contextual meaning. This article explores the role of culture in listening comprehension, focusing on challenges such as idiomatic language, high-context versus low-context communication, accents, and cultural references. It highlights strategies to address these barriers, including exposure to diverse listening materials, teaching cultural competence, emphasizing contextual understanding, and encouraging active listening. The discussion underscores the importance of fost

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Hasan, Md Kamrul, and Singhanat Nomnian. "Listening Comprehension: The Role of Morphological Knowledge." Mextesol Journal 45, no. 4 (2021): 1–12. http://dx.doi.org/10.61871/mj.v45n4-6.

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Morphological knowledge has been identified as a significant sub-skill in bilingual listening comprehension, and lexical researchers consider listening comprehension as an essential means for language learning. The current research attempted to examine the crucial four derivative word classes (adverb, adjective, verb, and noun) to represent knowledge of morphology. The objective was to find out if morphological knowledge can predict students’ listening comprehension and investigate the correlation between the four derivative word classes and listening comprehension. The participants of the pre

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Sommers, Mitchell S. "Listening Comprehension in Middle-Aged Adults." American Journal of Audiology 24, no. 2 (2015): 88–90. http://dx.doi.org/10.1044/2015_aja-14-0060.

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Purpose The purpose of this summary is to examine changes in listening comprehension across the adult lifespan and to identify factors associated with individual differences in listening comprehension. Method In this article, the author reports on both cross-sectional and longitudinal changes in listening comprehension. Conclusions Despite significant declines in both sensory and cognitive abilities, listening comprehension remains relatively unchanged in middle-aged listeners (between the ages of 40 and 60 years) compared with young listeners. These results are discussed with respect to possi

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Khulel, Buyun. "Metacognitive Strategies Instruction and Its Relationship with Listening Anxiety and Listening Comprehension." Edulitics (Education, Literature, and Linguistics) Journal 6, no. 1 (2021): 40–46. http://dx.doi.org/10.52166/edulitics.v6i1.1914.

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ABSTRACT: This present paper aims at investigating the relationship between metacognitive strategies and its relationship with listening anxiety and listening comprehension. This paper summarizes the results of previous studies (Golehi, 2012) revealing that listening anxiety had negative correlation with listening comprehension and listening strategy use. The previous study (Golehi, 2012) shows that listening strategy used by learners plays an important part in reducing learners’ listening anxiety and improving learners’ listening comprehension. This paper will concern more on outlining metaco

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Díaz-Galaz, Stephanie. "Listening and comprehension in interpreting." Translation and Interpreting Studies 15, no. 2 (2020): 304–23. http://dx.doi.org/10.1075/tis.20074.dia.

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Abstract The study of skilled listening comprehension shows that listening is a complex, dynamic, and interactive process that enables listeners to understand a message and respond adequately to the requirements of communicative interaction. Individual factors, such as language proficiency, working memory capacity, and previous knowledge, interact in the listening process and performance. Moreover, skilled listeners deploy controlled strategies directed at making the best use of their abilities to achieve a specific communicative goal. However, our understanding of individual variables, such a

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Awae, Sufian, Nur Salina Binti Ismail, and Mohammad Halabieh. "Listening Comprehension Orientations and Strategies in Learning English Language: A Review Paper." Islam Universalia: International Journal of Islamic Studies and Social Sciences 2, no. 1 (2020): 134–52. http://dx.doi.org/10.56613/islam-universalia.v2i1.154.

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This paper reviews the listening comprehension orientations and strategies in learning English language among L2 learners. Listening skill is one of the most critical key in learning English language. Listening comprehension is a process of understanding the language input in which helps the EFL learners to receive and interact with language input and enables the emergence of other language skills. Heavy research was carried out concerning listening comprehension problems and strategies. Thus, this paper reviews approximately 50 papers with a time span from 2010 to 2019. By searching on Google

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Aziz, Othman H. "Enhancing Listening Comprehension through Testing." Journal of University of Human Development 1, no. 4 (2015): 379. http://dx.doi.org/10.21928/juhd.v1n4y2015.pp379-391.

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Listening comprehension is one of the important skills in foreign language learning, however, there has been relatively little research in this field. For that matter, testing listening skill has not had a long history either. Currently the situation is different and the listening test has been given sufficient weight in language testing and assessment. Almost all standardized and proficiency English language tests throughout the world include listening component (e.g. TEFOL, ILETS, various Cambridge Exams). Certain universities have even included a listening component in their entrance examin

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Keskin, H. Kagan, Gökhan Arı, and Muhammet Baştuğ. "Role of Prosodic Reading in Listening Comprehension." International Journal of Education and Literacy Studies 7, no. 1 (2019): 59. http://dx.doi.org/10.7575/aiac.ijels.v.7n.1p.59.

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This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group l

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Е., М. Яриз. "МЕТОДЫ ОБУЧЕНИЯ ВОСПРИЯТИЮ НА СЛУХ ИНОЯЗЫЧНОЙ РЕЧИ В РАМКАХ ИЗМЕНЕНИЯ ПАРАДИГМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ". Вчені записки ХГУ «НУА», № 26 (8 травня 2020): 290–97. https://doi.org/10.5281/zenodo.3816972.

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The article deals with the methods of teaching foreign listening comprehension within the framework of modern education paradigm change. It has been traditionally considered in the teaching technique of a foreign language that listening comprehension activities, being a type of a speech activity, do not require any special didactic approach and are limited to the perception of sounds and intonation elements. According to practice, listening comprehension skills are, as a rule, the least developed of the four types of speech activity. Due to a rising number of direct contacts with native speake

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Zahran, Faten A., and Edward Owusu. "Shadow-Reading Strategy Effect on EFL Listening Comprehension Skills and Motivation." International Journal of Linguistics, Literature and Translation 3, no. 10 (2020): 18–29. http://dx.doi.org/10.32996/ijllt.2020.3.10.3.

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This paper examines the effect of shadow reading strategy on secondary school students’ listening comprehension skills and motivation. These participants, who constituted the human subjects for the study, were ninth-year students pursuing other subjects in Arabic and learning English as a Foreign Language (EFL) as well. The research questions asked to accomplish the purpose of the study focused on: (1) Determining listening comprehension skills suitable for the EFL secondary school students; (2) Finding out differences in listening comprehension test regarding the experimental and control grou

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Sinaga, Juwita Boneka, Ribut Wahyu Eriyanti, and Ria Arista Asih. "Investigating Students’ Metacognitive Awareness Inventory in Listening Comprehension." Lectura : Jurnal Pendidikan 15, no. 2 (2024): 559–70. http://dx.doi.org/10.31849/lectura.v15i2.20978.

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Understanding listening skills is vital in language learning, yet many students struggle with it, partly due to low metacognitive awareness. This research emphasizes the importance of metacognitive awareness in language learning, specifically in listening comprehension. Students often face challenges due to low metacognitive awareness, affecting their ability to plan, monitor, and evaluate listening strategies. The urgency of this study lies in enhancing listening skills through improved metacognitive training, which can aid in effective listening comprehension and overall academic performance

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FLORIT, ELENA, MAJA ROCH, and M. CHIARA LEVORATO. "The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?" Applied Psycholinguistics 34, no. 2 (2011): 395–415. http://dx.doi.org/10.1017/s0142716411000749.

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ABSTRACTTwo studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use lingu

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Shehzad, Muhammad Waleed, Khaled Besher Albesher, Summaira Sarfraz, and Shazma Razzaq. "Listening Boredom, Listening Boredom Coping Strategies, and Listening Performance: Exploring the Possible Relationships in Saudi EFL Context." Journal of Language and Education 7, no. 3 (2021): 136–50. http://dx.doi.org/10.17323/jle.2021.12875.

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Researchers paid ample attention to an important variable called boredom in numerous contexts; however, limited research exists regarding the association of boredom with listening comprehension performance in EFL settings. Thus, the current study aims to establish the association between listening boredom and listening comprehension performance by deploying listening boredom coping strategies as a mediating construct. A quantitative research approach, and a cross-sectional and correlational research design was used to conduct this study. A listening comprehension test and questionnaires were u

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Amalia, Eka Rizki, Nurulazizah Ria Kusrini, and Pungky Ramadhani. "Using Films to Teach Listening Comprehension." IJEE (Indonesian Journal of English Education) 6, no. 2 (2020): 119–32. http://dx.doi.org/10.15408/ijee.v6i2.14531.

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ABSTRACTUsing films for classroom activities is often doubted as an appropriate and meaningful way to teach listening comprehension. Since the film is authentic material and far from pedagogical instruction, its use has rarely been paid attention to. This paper aims to prove that using film can be an alternative and effective way to teach listening comprehension. The problems which are commonly faced by the students in film viewing for listening activities and the proposed techniques along with film viewing activities are discussed further in this paper. The result of the discussion shows that

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Puspitorini, Nendriliana Dyah. "IMPROVING EFL LISTENING COMPREHENSION THROUGH AEGISUB." Manajemen Pendidikan 15, no. 2 (2020): 52–64. http://dx.doi.org/10.23917/jmp.v15i2.10750.

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Listening is the skill to understand and identify what the speaker says. In listening, students should sensibly in hearing the information. This paper aims to describe the difficulties in listening in creating subtitling and problems faced in creating subtitle use Aegisub. The population of this research was twenty Indonesian EFL learners studying at an Islamic university in Central Java, Indonesia. The method used in this paper was a qualitative method. In addition, the research data were collected by observation, interview and document analysis. This research found three problems in listenin

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Roesellaningtias, Henny, and Rina Puji Utami. "Information Transfer Technique Untuk Meningkatkan Listening Comprehension." Dharma Pendidikan 12, no. 2 (2021): 26–34. https://doi.org/10.69866/dp.v12i2.41.

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Listening comprehension merupakan salah satu bagian ketrampilan penguasaan Bahasa Inggris yang harus dipertimbangkan keberadaanya terutama bagi pembelajaran penguasaan Bahasa Inggris pada prodi pendidikan Bahasa Inggris. Listening comprehension mempunyai peranan yang penting untuk penguasaan Bahasa Inggris. Pada pembelajaran mata kuliah listening comprehension 1 terdapat temuan permasalahan yang dihadapi mahasiswa yang berasal dari beberapa sekolah lanjutan yang berbeda. Diantara permasalahan tersebut adalah banyak dari mahasiswa yang mempunyai kosa kata yang masih lemah, kurangnya kemampuan u

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Nasution, Dina Syarifah. "Improving Students Listening Comprehension Through Topdown Technique." Jurnal Multidisiplin Madani 2, no. 3 (2022): 1181–98. http://dx.doi.org/10.54259/mudima.v2i3.500.

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The research aims to measure the implementation of topdown technique on improving students ability at listening comprehension of grade XIak1 at SMKN 1 Panyabungan.The method of this research was Classroom Action Research. The participant in this classroom action research was 25 students of grade XIak1 at SMKN 1 Panyabungan. The instruments consisted of topdown technique, listening comprehension test, observation sheet, and interview, the data of this research was analyzed two method of data analysis. Quantitative data analyzed was used to examining and interpreting data from topdown technique

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Sajjadi, Samad, Majid Ahmadi, Hooshang Yazdani, and Ataollah Maleki. "Facilitating Textually Assisted Listening Comprehension." Journal of Applied Sciences 12, no. 17 (2012): 1825–31. http://dx.doi.org/10.3923/jas.2012.1825.1831.

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Nazarova, Ziyoda Kattaevna. "TEACHING METHODS OF LISTENING COMPREHENSION." Theoretical & Applied Science 85, no. 05 (2020): 935–37. http://dx.doi.org/10.15863/tas.2020.05.85.177.

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Widhiasih, Luh Ketut Sri. "DICTOGLOSS IN IMPROVING LISTENING COMPREHENSION." Yavana Bhasha : Journal of English Language Education 2, no. 1 (2019): 58. http://dx.doi.org/10.25078/yb.v2i1.1003.

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Long, Donna Reseigh. "Listening Comprehension: Need and Neglect." Hispania 70, no. 4 (1987): 921. http://dx.doi.org/10.2307/342570.

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BROWN, G. "Investigating Listening Comprehension in Context." Applied Linguistics 7, no. 3 (1986): 284–302. http://dx.doi.org/10.1093/applin/7.3.284.

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Kudinova, O. A., and V. I. Kudinova. "PECULARITIES OF LISTENING COMPREHENSION DEVELOPMENT." International Journal of Advanced Studies in Language and Communication 7, no. 1 (2024): 61–70. https://doi.org/10.12731/ijaslc243.

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The research presented in this article is aimed at studying the competence of listening comprehension, which should be formed among postgraduate students studying a foreign language within their specialty. The goals and content of academic listening training can be defined within the framework of interdisciplinary language integration, which will contribute to achieving a certain level of professional communicative competence of students.

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de Jong, John. "Rating scales and listening comprehension." Language Testing Colloquium 11, no. 2 (1988): 73–87. http://dx.doi.org/10.1075/aral.11.2.07dej.

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Graham, Suzanne. "Listening comprehension: The learners’ perspective." System 34, no. 2 (2006): 165–82. http://dx.doi.org/10.1016/j.system.2005.11.001.

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Kashani, Ahmad Sabouri, Samad Sajjadi, Mohammad Reza Sohrabi, and Shima Younespour. "Optimizing visually-assisted listening comprehension." Language Learning Journal 39, no. 1 (2011): 75–84. http://dx.doi.org/10.1080/09571730903545236.

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Safranj, Jelisaveta. "Advancing Listening Comprehension Through Movies." Procedia - Social and Behavioral Sciences 191 (June 2015): 169–73. http://dx.doi.org/10.1016/j.sbspro.2015.04.513.

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Eastman, J. K. "Remedial training in listening comprehension." System 15, no. 2 (1987): 197–201. http://dx.doi.org/10.1016/0346-251x(87)90067-4.

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Grezel, J. E. D., and A. G. Sciarone. "Computer testing of listening comprehension." Computers & Education 23, no. 1-2 (1994): 125–32. http://dx.doi.org/10.1016/0360-1315(94)90040-x.

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