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Journal articles on the topic 'Pre-listening activities'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 July 2025

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1

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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Chau, Thi Khanh Linh. "The use of pre-listening activities in teaching listening skill to English-majored students at Van Hien University." Tạp chí Khoa học Đại học Văn Hiến 6, no. 1 (2018): 30–38. http://dx.doi.org/10.58810/vhujs.6.1.2018.6127.

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In teaching listening, it is widely known that a good pattern for listening session should include three stages: pre-listening, while-listening, and post-listening. The aim of this paper is to investigate the employment of pre-listening activities to help improve English-majored students’ listening compre- hension at Van Hien University. The paper first defines the listening process and then reviews various pre-listening activities that are used in teaching and learning listening skill. In order to illustrate the importance of the use of pre-listening activities, the experiment was employed wi

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Berne, Jane E. "How Does Varying Pre-listening Activities Affect Second Language Listening Comprehension?" Hispania 78, no. 2 (1995): 316. http://dx.doi.org/10.2307/345428.

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Ly, Thi Minh Duc. "AN INVESTIGATION INTO EFL TEACHERS' PERCEPTIONS AND PRACTICES OF PRE-LISTENING ACTIVITIES IN ENGLISH CLASSES AT QUOC HOC HUE HIGH SCHOOL." TẠP CHÍ KHOA HỌC NGÔN NGỮ VÀ VĂN HÓA 2, no. 3 (2018): 260–72. https://doi.org/10.63506/jilc.23.286.

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This paper examined EFL teachers’ perceptions and reality of an implementation of pre-listening activities in English classes at Quoc Hoc Hue high school. The study involved 10 teachers of English department of Quoc Hoc high school. A mixed-methods approach was employed and data were collected from an online survey and semi-structured interviews. The result showed that most of EFL teachers were aware of the importance of pre-listening activities in English listening comprehension. The finding also indicated that different pre-listening activities served different functions and exerted differen

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Aldukhayel, Dukhayel. "The Impact of Vocabulary Preteaching and Content Previewing on the Listening Comprehension of Arabic-Speaking EFL Learners." Informing Science: The International Journal of an Emerging Transdiscipline 26 (2023): 023–38. http://dx.doi.org/10.28945/5076.

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Aim/Purpose: The purpose of this study is to determine the impact of pre-listening activities on Arabic-speaking EFL learners’ comprehension of spoken texts. Background: This study aims to contribute to the current research and to increase our understanding about the effectiveness of pre-listening activities. Specifically, this study seeks to clarify some of the research in this area that seems to be incongruent. Methodology: The study investigates two widely implemented activities in second language (L2) classrooms: vocabulary preteaching and content previewing. Ninety-three native-Arabic spe

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Movva, Srilakshmi, Purnachandra Rao Alapati, Pawel Veliventi, and Maithreyi G. "The Effect of Pre, While, and Post Listening Activities on Developing EFL Students’ Listening Skills." Theory and Practice in Language Studies 12, no. 8 (2022): 1500–1507. http://dx.doi.org/10.17507/tpls.1208.05.

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Listening is important in communication since it takes up 40-50 percent of overall communication time, while speaking takes up 25-30 percent, reading takes up 11-16 percent, and writing takes up around 9 percent (Mendelsohn, 1994). This study focuses on Pre, While, and Post Listening Activities which assist EFL students in developing their listening abilities at the graduate level. The current study was conducted using a pre-test and post-test equivalent group method. This study enlisted the participation of 60 female students. The researcher devised an assessment test to examine the level to

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한보람 and EunJooLee. "The effects of pre-listening activities on listening comprehension and the affective factors of Korean pre-university students." English Language Teaching 25, no. 3 (2013): 425–44. http://dx.doi.org/10.17936/pkelt.2013.25.3.021.

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Rahimi, Mehrak, and Mozhgan Aghabarari. "The Impact of Virtual Reality Assisted Listening Instruction on English as a Foreign Language Learners’ Comprehension and Perceptions." International Journal of Technology in Education 7, no. 2 (2024): 239–58. http://dx.doi.org/10.46328/ijte.741.

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Virtual Reality (VR) as an interactive, illustrative, and immersive learning environment has ample opportunities for the development of language skills. Despite a growing literature on VR-assisted language learning, the benefit of VR for L2 listening is in need of further investigation. To fill this lacuna, the current study surveyed the impact of using 360° monoscopic VR videos as pre-listening tasks on language learners’ development of listening comprehension. Sixty English as a foreign language (EFL) learners participated in the study as the control and the experimental groups. Their entry

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Karimi, Fatemeh, Azizeh Chalak, and Reza Biria. "Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension." International Journal of Instruction 12, no. 1 (2019): 1127–40. http://dx.doi.org/10.29333/iji.2019.12172a.

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Asst. Prof. Saad Salal Sarhan and Noora Adnan Tawfeeq. "The Impact of Using Specific Pre –Listening Activities on Iraqi EFL Learners’ Listening Comprehension." Journal of the College of Basic Education 24, no. 101 (2022): 79–97. http://dx.doi.org/10.35950/cbej.v24i101.6634.

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يعتبر الاستماع من أهم المهارات لأنها المهارة الأولى التي يكتسبها الإنسان ولكن للأسف تعتبر مهارة متجاهلة في عملية تدريس اللغة الإنجليزية في المدارس العراقية ونتيجة لذلك فإن المتعلمين العراقيين ليسوا على استعداد جيد لفهمها. اللغة الإنجليزية المنطوقة. علاوة على ذلك ، لا يستخدم المتعلمون العراقيون معرفتهم الخلفية لفهم ما قيل وليس لديهم فرص للممارسة لأن هناك العديد من المدارس التي لا تحتوي على مختبرات وأجهزة سليمة من أجل تمكين المتعلم من الاستماع والممارسة. لذلك ، يعد تعليم مهارة الاستماع أصعب مهمة لأن المتعلمين يواجهون صعوبات في هذه المهارة

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Gkomptzia, Alexandra. "Evaluating Listening and Speaking Activities." International Journal of English Language Teaching 12, no. 1 (2024): 103–19. http://dx.doi.org/10.37745/ijelt.13/vol12n1103119.

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This paper comprises two merged assignments that reflect upon teaching practices and methods regarding the skills of listening and speaking. In the first comprehensive analysis, the focus is on a listening input designed for young learners in a language education context. The assignment focuses on the listening skill, and it provides a comprehensive overview of the teaching context, the listening input, and related activities, offering insights into the effectiveness of the instructional approach and proposing enhancements for a more engaging and inclusive learning experience. Also, the listen

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최연미 and Chung-Hyun Lee. "A Study of Using Pre-Listening Activities With Multimedia Modes for EFL Students’ Listening Comprehension." STEM Journal 18, no. 1 (2017): 85–113. http://dx.doi.org/10.16875/stem.2017.18.1.85.

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Acuña-González, Ana Elizabeth, and Claudio Heraldo Díaz-Larenas. "Use of Video-Based Listening Activities to Improve Students’ Listening Comprehension." HOW 32, no. 1 (2025): 94–121. https://doi.org/10.19183/how.32.1.818.

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Conducted in a French private school in Chile, this action research study aims to explore the contribution of video-based listening activities from the ESL video website in supporting the listening comprehension skills for specific information of a group of 18 fifth graders. The results of a pre- and post-intervention test used to identify students’ progress indicated that the students’ English listening comprehension skills increased significantly after learning with videos. A Likert scale and focus group survey were used to analyze participants’ views towards the intervention. Their findings

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Xoshimova, Diyora Azamjon qizi. "ENHANCING LISTENING COMPREHENSION THROUGH STORY-BASED DRAWING ACTIVITIES." GOLDEN BRAIN 3, no. 10 (2025): 179–85. https://doi.org/10.5281/zenodo.15515423.

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<em>This Exploratory Action Research investigates the impact of story-based drawing activities on listening comprehension among young English learners in Grades 1–4 at a public primary school in Uzbekistan. Initially, students exhibited low engagement and limited understanding during traditional listening tasks. In the exploratory phase, observation and learner feedback were used to understand current practices. In the action phase, students participated in weekly story-based drawing tasks over four weeks. Pre- and post-intervention assessments, teacher journals, and student interviews r

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Wang, Jiaying. "Effectiveness of Schema-based English Listening Teaching Mode in Secondary Vocational Schools." International Journal of English Language Teaching 12, no. 3 (2024): 23–52. http://dx.doi.org/10.37745/ijelt.13/vol12n32352.

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The paper discusses how a schema-based English listening teaching paradigm can help Secondary Vocational Schools (SVSs). SVS English instruction has prioritized grammar, vocabulary, and reading comprehension over hearing. A lack of teacher preparation and large classes with diverse English proficiency has hampered students' English listening experience. To support integrated language learning curricular revisions, the paper emphasizes listening skills for efficient communication. A thorough literature review covers schema theory, schema classification, and listening comprehension. The schema-b

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Saleh AlGhamdi, Saleh Ali. "Developing L2 Listening Comprehension: The Effectiveness of Collaborative Activities." English Language Teaching and Linguistics Studies 7, no. 1 (2025): p60. https://doi.org/10.22158/eltls.v7n1p60.

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This study investigates the effectiveness of collaborative activities in enhancing L2 listening comprehension among English as a Second Language (ESL) learners. Traditional approaches to teaching listening skills often isolate learners, leading to limited engagement and interaction. In contrast, collaborative activities promote active listening and peer interaction, potentially resulting in improved comprehension skills. The research involved a quasi-experimental design with two groups: an experimental group that engaged in collaborative activities and a control group that received traditional

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BOORNAZIAN, Irene. "ON SOME STRATEGIES OF DEVELOPING LISTENING COMPREHENSION." Foreign Languages in Higher Education 18, no. 2 (17) (2023): 129–35. http://dx.doi.org/10.46991/flhe/2014/18.2.129.

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Listening plays a crucial role both in everyday communication and educational process. A successfully organized listening class which normally involves a wide range of pre-listening, while-listening and post-listening activities results in successful speaking and writing. However, listening activities require not only concentration, vocabulary and background knowledge, but some mental processes such as short-term and long-term memories. Two different kinds of processes are also involved in understanding spoken discourse – bottom-up and top-down processing. When designing tasks we should not de

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Bui, Thi Kim Loan. "Findings of Using Schema-Building Activities to Improve EFL Learners’ Listening Comprehension." International Journal of Language Instruction 3, no. 4 (2024): 1–19. http://dx.doi.org/10.54855/ijli.24341.

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EFL students at a university in Ho Chi Minh City faced some problems in learning listening skills. This study aimed to investigate factors influencing listening learning and whether schema-building activities impact students’ listening comprehension at a private university in Vietnam, which then gave some possible suggestions to improve EFL learners' listening teaching and learning. The study was experimental research, so the researcher employed pre-and post-tests, questionnaires, and class observations to collect the data to address two research questions. A total of 123 students participated

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Gavharoy Abdurashid qizi, Sobirova, and Ismatova Nodirakhon Makhmudovna. "TEACHING VOCABULARY FOR B1 LEVEL LEARNERS THROUGH LISTENING." INTERNATIONAL JOURNAL OF SCIENCE AND TECHNOLOGY 2, no. 07 (2025): 47–48. https://doi.org/10.70728/tech.v2.i07.0016.

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Vocabulary acquisition is essential for B1-level learners to enhance their communication skills. One effective method of vocabulary instruction is through listening activities, which provide authentic language exposure and contextual learning. This paper explores strategies for teaching vocabulary through listening, including pre-listening, while-listening, and post-listening activities. It also discusses the selection of appropriate listening materials, such as podcasts, videos, and dialogues, to enhance learners' engagement and comprehension. Additionally, the study addresses common challeng

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Keihaniyan, Mahbube. "Computerized pre-Listening Activities and the Comprehension of English Narrative Texts." Education Journal 2, no. 4 (2013): 132. http://dx.doi.org/10.11648/j.edu.20130204.15.

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Bahar, Doğan Kahtali, and Aslan Mehmet. "New Istanbul B1 Level Turkish Course Book for International Students in Terms of Listening Strategies." Education Quarterly Reviews 4, Special Issue 1 (2021): 390–403. https://doi.org/10.31014/aior.1993.04.02.254.

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  Language has been a means of agreement since the first humanity existed. With the diversity of languages spoken around the world, the need for societies to learn a foreign language other than their mother tongue is also increasing on a global scale. Speaking of Turkish in wide geographies and the number of immigrants coming to our country make it necessary to teach Turkish as a foreign language more systematically. In this respect, course books are one of the most used tools for language learning. In the course books that include four basic language skills, listening skill is seen as a

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Chang, Anna C.-S., and Sonia Millett. "Developing L2 Listening Fluency through Extended Listening-focused Activities in an Extensive Listening Programme." RELC Journal 47, no. 3 (2016): 349–62. http://dx.doi.org/10.1177/0033688216631175.

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This study investigates the effects on developing L2 listening fluency through doing extended listening-focused activities after reading and listening to audio graded readers. Seventy-six EFL university students read and listened to a total of 15 graded readers in a 15-week extensive listening programme. They were divided into three groups (Group 5, n = 30; Group 10, n = 20; Group 15, n =26) according to the number of post-listening-focused activities they completed. Another group who did not receive extensive listening served as the control group (Group 0, n =39). All participants were given

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Aghayeva, S., and A. Huseynli. "DEVELOPMENT OF LISTENING SKILLS IN TEACHING ENGLISH." Znanstvena misel journal, no. 99 (February 24, 2025): 58–60. https://doi.org/10.5281/zenodo.14919734.

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Listening is a fundamental skill in language acquisition, serving as the foundation for effective communication and overall language proficiency. This paper explores the significance of developing listening skills in teaching English and examines various pedagogical approaches to enhance learners' auditory comprehension. It discusses challenges such as varying accents, speech speed, and lack of contextual understanding, which often hinder students' ability to grasp spoken English. Additionally, the study highlights effective teaching strategies, including the use of authentic audio materials,

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Jermsittiparsert, Kittisak, Isabel Menacho-Vargas, Felipe Supo-Condori, et al. "Cooperative strategies and listening comprehension: The cases of Jigsaw and Missing information techniques." Cypriot Journal of Educational Sciences 16, no. 3 (2021): 1257–68. http://dx.doi.org/10.18844/cjes.v16i3.5846.

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This study examined the impacts of the jigsaw and missing information activities on pre-intermediate EFL learners' listening comprehension. Accordingly, 69 homogenous participants (17 to 19 years old) were chosen from a private English language institute. Following the selection of the intended subjects, they were randomly assigned to one of three equivalent groups: two experimental groups and one control group. Then the researcher administered a researcher-made listening pre-test to the three groups and then taught the experimental groups using the jigsaw and missing information activities du

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Durmuş, Nazlı, and Selma Güleç. "Effects of gender and nursery school variables on elementary second grade students' listening skills." International Journal of Innovative Research in Education 3, no. 4 (2017): 194. http://dx.doi.org/10.18844/ijire.v3i4.1858.

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Abstract In this study, it was aimed to determine the effects of practices employed via the use of various methods and techniques with the aim of developing listening skills using children's literature products on elementary second grade students' listening skills according to the variables of gender and nursery school. The study group was composed of 23 students. In a process of twelve weeks, in a study in which a pre-test and post-test experimental model was employed. The "Listening Skill Evaluation Form" was used as pre-test and post-test and during the practices which lasted twelve w

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Tanewong, Sukanya. "Metacognitive Pedagogical Sequence for Less-Proficient Thai EFL Listeners: A Comparative Investigation." RELC Journal 50, no. 1 (2018): 86–103. http://dx.doi.org/10.1177/0033688218754942.

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This study investigated the impact of metacognitive pedagogical sequence on development of less-proficient Thai EFL listeners’ L2 listening metacognition and listening comprehension achievement over a semester. Sixty-four university students who were enrolled in a listening course participated in a quasi-experimental study. Both the intervention group (IG) and the comparison group (CG) received listening lessons comprised of pre-listening, during-listening, and post-listening activities. Each lesson was designed to allow both groups to practise listening to the same video and audio texts the s

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Mykhailova, Oksana, Olga Humankova, and Tetiana Grygorieva. "USING DRAMA TECHNIQUES IN THE DEVELOPMENT OF LISTENING SKILLS IN PRIMARY SCHOOL LEARNERS." АRS LINGUODIDACTICAE, no. 10 (2) (2022): 46–55. http://dx.doi.org/10.17721/2663-0303.2022.2.04.

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Background. The up-to-date vision of a foreign language competence in listening, amongst other competences, is represented in the recently published Companion Volume of Common European Framework of References (2020) which sheds light on the skills developed at each of the levels. The newly distinguished level Pre-A1 describes Overall listening competence as understanding of very slow and clear speech containing mostly concrete lexis related to everyday facts and events, with pictures/gestures assisting recognition and repeating speech fragments if necessary. The analysis of skill descriptors c

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Teshaboyeva, Nafisa, and Marjona Xakimbekova. "Teaching listening for specific purpose." ACUMEN: INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH 1, no. 4 (2024): 148–53. https://doi.org/10.5281/zenodo.14206048.

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This article explores effective methods for teaching listening skills tailored to specific purposes, such as business and travel contexts. It emphasizes the importance of understanding learners' needs and the challenges they face, including specialized vocabulary, speed, and accent comprehension. The article provides practical strategies for both business and travel listening, such as using authentic materials, task-based learning, role-playing, and survival listening techniques. It also highlights the use of technology, pre-listening, while-listening, and post-listening activities to enhance

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Yoon, Tecnam, and Jieun Ahn. "The Effects of Podcast-Based Shadowing Activities in a University General English Course on Listening Skills and Affective Factors." Journal of Liberal Arts 12, no. 1 (2025): 87–107. https://doi.org/10.55450/hilas.2025.12.1.87.

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This study aimed to investigate the effects of podcast-based shadowing activities in a university general English course on college students’ listening proficiency and affective factors. A total of 135 first-year university students (N = 135) participated in a 15-week shadowing program using podcasts. Listening proficiency was measured through pre- and post-tests with parallel forms, and listening anxiety and other affective factors were assessed using questionnaires. Paired-samples t-tests were conducted to analyze the data. The results indicated that the podcast shadowing activities had a st

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Renee Julia D. Blancaflor, Margarita Ines I. Mauleon, and Jeanne F. Purpura. "Use of Task-Based Activities in Improving Active Listening Comprehension Skills of Grade 8 ESL Students." Modern Journal of Studies in English Language Teaching and Literature 3, no. 1 (2021): 68–81. http://dx.doi.org/10.56498/31202150.

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Listening is a core receptive skill that facilitates language acquisition and proficiency, yet it is often neglected in the teaching and learning process. This research was conducted to investigate if there was any significant difference in the participants’ active listening comprehension skills before and after the implementation of the task-based activities anchored on the social learning theory. To achieve the research objectives, thirty 32 participants, 17 males, and 15 females were selected to participate and take the pre-and post-tests for Grades 9-10 adapted from the English Language Pr

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Utomo, Slamet, and Titis Sulistyowati. "Asynchronous Online Learning: Top-down and Bottom-up Processes for Listening Practices." Language Circle: Journal of Language and Literature 16, no. 2 (2022): 413–25. http://dx.doi.org/10.15294/lc.v16i2.34047.

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Asynchronous learning can be the best choice to provide a new learning environment during the pandemic situation because asynchronous environments treat students as autonomous learners. Students can learn with no time limitation, and students can learn on online activities independently. E- EFL learning can be done by adopting asynchronous learning. This study examined the asynchronous learning effect on the students listening skills. This learning also adopts the principle of top-down and bottom-up listening strategies. Teachers modify and develop the listening activities to meet the students

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Assefie, Birhan. "Listening Skills Teaching Practice at Secondary Level: Gondar Secondary Schools in Focus." SMART MOVES JOURNAL IJELLH 8, no. 10 (2020): 103–17. http://dx.doi.org/10.24113/ijellh.v8i10.10808.

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The objective of this study was to assess the exercise of teaching listening skill at general secondary schools found in Gondar city. Thus, adopting descriptive survey design, a total of 115(male=90 & female=25) English language teacher who taught grade 9 students participated in the study. The study used both quantitative and qualitative data. The quantitative data were collected through structured questionnaire whereas the semi-structured interview was used to collect the qualitative data. Data analysis was undertaken using quantitative and qualitative techniques. Quantitatively, frequen

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Nguyen, Huong Dieu, and Huong Thi Bao Dinh. "METACOGNITIVE LISTENING ACTIVITIES USE TO ENHANCE FIRST-YEAR NON-ENGLISH MAJORED STUDENTS’ LISTENING COMPREHENSION: AN ACTION RESEARCH PROJECT." VNU Journal of Foreign Studies 39, no. 2 (2023): 43–67. http://dx.doi.org/10.63023/2525-2445/jfs.ulis.5030.

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The action research project was conducted with the aim of exploring if the use of the metacognitive listening activities could improve non-English majored students’ listening comprehension and how students’ awareness of the listening strategy use is affected. To collect data, the researchers used a questionnaire, pre-test and post-test and students’ journals. There are two major findings of the study. In terms of the test score, students’ listening comprehension scored improved after the integration of the metacognitive listening activities. In addition, the data from students’ journals demons

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Jannah, Rina Roudhotul. "Konstruksi Multicultural-Oriented Sejak Dini Melalui Keterampilan Menyimak Berbasis Al-Qur’an." AL-ATHFAL : JURNAL PENDIDIKAN ANAK 3, no. 2 (2017): 209. http://dx.doi.org/10.14421/al-athfal.2017.32-08.

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This research is intended to reveal the importance of constructing of early multicultural-oriented education by linking it to the perspective of the Qur'an’s explain that listening activities affect the way of interpretation of one's socio-cultural outlook in solving problems such as SARA based conflict issues that often occur in Indonesia. The results showed that introducing multicultural through listening activities in early childhood can be done with the help of educators and parents. Some of these alternatives are the provision of learning models that have high intensity in children listen

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BILIANSKA, Iryna. "DEVELOPING SPEECH PERCEPTION SKILLS FOR BETTER LISTENING COMPREHENSION." Освітні обрії 48, no. 1 (2019): 20–23. http://dx.doi.org/10.15330/obrii.48.1.20-23.

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This article provides arguments for incorporating bottom-up practice activities into listening instruction at university EFL classroom. It begins with a brief overview of the current research into listening, followed by a review of main processing components involved in speech comprehension. Also, the paper discusses Ukrainian pre-service teachers’ major listening difficulties and reasons which prevent them from developing listening fluency in English. The role of the speech processor in the process of teaching listening comprehension has been determined. Psycholinguistic peculiarities of its

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Linh, Nguyen Nu Nhu. "Effects of Activating Background Knowledge in Listening Skill and How to Improve IELTS Listening." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (2021): 13–25. http://dx.doi.org/10.32996/jeltal.2021.3.6.3.

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Among the well-known international English tests, IELTS has been seen as one of the most well-trusted and popular to EFL learners throughout the world. In Vietnam, most of the universities require their EFL students to have an IELTS score of 6.5 or 7.0 to fulfil their bachelor degree program, which is not quite an easy job. The paper emphasizes the role of background knowledge in improving IELTS Listening scores for EFL students at Saigon University. The research was done by observing two groups of students learning Listening Module 3 at the institution. They were required to do the same test;

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Salape, Rodora L., Jimmy Bernabe Maming, and Wes Harven G. Maravilla. "Content-Based Approach in Developing Listening Comprehension in English Language: Basis for Proposed Listening Activities." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 1 (2023): 250–55. http://dx.doi.org/10.11594/ijmaber.04.01.22.

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This study was based on the teacher's observations of the students' comprehension of questions, passages, and literary works during the listening session. One of the numerous reasons why listening comprehension is underestimated among the four macro skills is the lack of exposure to real-world content. Numerous listening resources also conflict with the students' real-world circumstances and past knowledge, making it difficult for them to stay involved in the course. This is the justification for the study's execution. In that situation, the researcher searched for strategies and listening pra

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Fachriza, Aries, Nirmala Wulaningrum, Diska Fatima Virgiyanti, and Dian Nashrul Munif Nashrul Munif. "Contextualizing Top-Down and Bottom-Up Approaches in Teaching Academic Listening at a Pesantren-Based University." Darussalam English Journal (DEJ) 5, no. 1 (2025): 80–105. https://doi.org/10.30739/dej.v5i1.3752.

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Listening is one of the essential skills in learning English. A person cannot speak or express their opinions without first listening. This research aims to identify the strategies used by lecturers in teaching listening and how these strategies are implemented. Specifically, this study investigates the application of top-down and bottom-up listening strategies. Top-down listening involves using prior knowledge, context, and background information to understand spoken language, while bottom-up listening focuses on decoding sounds, words, and grammatical structures to derive meaning. Understand

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Nurkhamidah, Neni. "University Students’ Perspective on Material and Activities in English Listening Class During Pandemic." Elsya : Journal of English Language Studies 3, no. 2 (2021): 94–105. http://dx.doi.org/10.31849/elsya.v3i2.6777.

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The most obvious impact of Covid-19 in the education field is the shifting of face-to-face classroom meetings into online learning. Since fully online learning is new for most universities in Indonesia, teachers have to abruptly prepare effective learning material and activities to support student learning in distance. Several studies on listening classes in Indonesia have been carried out during the Covid-19 pandemic, but studies that focus on student’s perspectives on the material and activities in English listening class in higher education have not been conducted yet. This study fills this

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Ostad, Omid, Mohammad Tarang, and Hamed Abbasi Mojdehi. "The Effect of Task-Based Listening Activities on the Listening Comprehension: A Case of Iranian IELTS Candidates." International Journal of Applied Linguistics and English Literature 7, no. 5 (2018): 34. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.34.

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Listening skill has always been somehow a neglected area in the English teaching practice. Using contemporary ways, such as applying task-based instructions and activities in the classrooms, is proven to be helpful (Cubillo and Brenes, 2009; Nunan, 1999). The present study aimed at exploring task-based listening activities and their role on improving the listening comprehension of Iranian IELTS candidates. To this end, 40 learners (14 male and 26 female, aging 21 to 43) in IELTS preparation courses were selected form Sama IELTS Centre in Rasht, Iran. After Oxford Placement Test (OPT), the part

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Suwarni, Andi, Dewi Sartika, and Andi Ika. "Enhancing Students’ Listening Skill by Spotify Application." ELS Journal on Interdisciplinary Studies in Humanities 6, no. 3 (2023): 640–45. http://dx.doi.org/10.34050/elsjish.v6i3.31006.

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Listening cannot be separated from all activities, but in reality most of the teacher does not pay attention the student's ability to listen and that can affect students' ability in English especially when they want to talk to other people but don’t understand what is being said otherwise because they lack in listening. In the learning process, students may face difficulties one of them is difficulty in conveying speech. Many people say that listening is difficult, due to lack of focus or failure to focus. Therefore, practice concentration by listening more. The objective of the study is to fi

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Alilateh, Atikah, and Agus Widyantoro. "The effectiveness of using multiple intelligence activities in listening comprehension and improving students' interest." LingTera 6, no. 2 (2019): 111–18. http://dx.doi.org/10.21831/lt.v6i2.10625.

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This study aims to find out (1) the effectiveness difference between the use of multiple intelligence activities and the conventional activities in listening comprehension, and in the students’ interest in learning English. This study used the quantitative method. The study design was quasi- experimental with the pre-test and the post-test group design. The experimental class used 5 categories of multiple intelligences namely; linguistic intelligence, logical/mathematical intelligence, visual intelligence, musical intelligence, and naturalist intelligence. This study used a listening comprehen

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Tunagür, Muhammed, Naif Kardaş, and Mehmet Nuri Kardaş. "The Effect of Student Centered Listening/Speaking Activities on Turkish Listening Speaking Skills of Bilingual Students." International Journal of Education and Literacy Studies 9, no. 1 (2021): 136. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.136.

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The aim of this study is to examine the effect of student-centered listening-speaking activities developed by the researcher on Turkish listening and speaking skills of bilingual Arabian students. In the study, control group experimental design was applied. The subjects were a group of Arabianic 6th graders at a secondary school in Bitlis, Turkey. Students in the experimental group (n=20) were given a total of 24 hours of training which took 12 weeks for 2 hours per week in the spring semester of the 2018-2019 academic year, utilizing listening-speaking training activities developed by the res

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Davydenko, Olena. "Using BBC Learning English Podcasts to develop university students’ listening skills." e-mentor 92, no. 5 (2021): 26–35. http://dx.doi.org/10.15219/em92.1545.

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The emergence of podcasts in an English foreign language (EFL) setting is seen as a helpful aid to foreign language learning. Using podcasts might help improve language learning efficiency. This research addresses how podcasts can be an alternative means of improving English listening comprehension for university students. The study was carried out at Nizhyn Gogol State University, Ukraine, using quantitative and qualitative methods of analyzing data. To collect the data, research tools such as a questionnaire, initial and final testing, and observation were used. The procedure was introduced

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., Riskiana. "OPTIMIZING LISTENING SKILLS TO IMPROVE THE TOEFL SCORE OF STAIN PEKALONGAN STUDENTS." JURNAL PENELITIAN 12, no. 2 (2015): 200. http://dx.doi.org/10.28918/jupe.v12i2.457.

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The fact that the students have problems in the three micro-skills of listening namely recognizing the English stress patterns, the reduced forms of words, and words boundaries and that the teachers never teach the students how to listen have made them get low TOEFL scores on listening section. This research aims at: (1) finding out whether optimizing listening skills can improve the students’ TOEFL scores on listening; and (2) describing the class situation during the teaching of toefl listening by optimizing listening skills. This action research is conducted in two cycles each of which is d

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Lai, Zola Chi-Chin. "Blended EFL Listening." International Journal of Adult Education and Technology 16, no. 1 (2025): 1–25. https://doi.org/10.4018/ijaet.368247.

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This study examined the impact of a blended teaching approach versus traditional instruction on listening comprehension and strategy use among EFL students in a Taiwanese university. Using a quasi-experimental design, 103 low-intermediate students were divided into experimental (n=52) and control (n=51) groups over 18 weeks. The experimental group engaged in pre-class activities (audio, quizzes, videos) and collaborative in-class tasks, while the control group received traditional instruction. Results showed the experimental group had significantly greater listening improvement (mean increase:

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Thanya, R., and Suganthan C. "Enhancement of Learners’ Receptive Skills through Task-Based Activities to Understand the Eco-Centric Issues Using Wall-E." World Journal of English Language 13, no. 7 (2023): 490. http://dx.doi.org/10.5430/wjel.v13n7p490.

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Animation films inspired by eco-centric ideas, such as green studies, pave the way for learners to explore the problems caused by humans to nature, such as air pollution, deforestation, climate change, and trash pollution. On the other hand, animated movies also help to motivate and develop learners reading and listening skills. This study focuses on developing learners’ receptive skills using the eco-centric theme-based animation movie “Wall-E” through task-based activities (TBA). TBA is a technique that helps students prepare themselves by having participants evaluate their goals for listeni

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Supriyani, Supriyani, and Rhaudya Maghfira Fatin. "Enhancing Students’ Listening Comprehension with English Songs." JELL (Journal of English Language and Literature) STIBA-IEC Jakarta 10, no. 01 (2025): 137–50. https://doi.org/10.37110/jell.v10i01.274.

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The focus of this study is to figure out whether implementing English songs as learning resources and media in educational activities may enhance students' listening skills. The researchers used a quantitative approach and pre-experimental study on 39 pupils in class VIII-B at MTs Darul Falah Bongas to gather this data. The researchers employed a single group pre-test and post-test design, which is a form of pre-experimental study. Ten multiple-choice questions based on song lyrics with a gap-filling task design were employed. The findings demonstrated that using English songs as media signifi

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Anindya Nabila, Resa Kristianda, Muhammad Hasan, and Supriadi. "Improving Listening Skill By using Audio-Lingual (ALM) For Students in The Grade 7th at SMP Dharma Patra Pangkalan susu." Journal of Classroom Action Research 2, no. 2 (2023): 36–42. http://dx.doi.org/10.52622/jcar.v2i2.161.

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This research investigates the implementation of the Audio-lingual Method (ALM) to enhance listening skills among Junior High School students. The study used a classroom action research (CAR) approach, involving three cycles with observations, pre-tests, post-tests, and a questionnaire. The findings revealed that students initially struggle with listening in English due to limited vocabulary, grammatical difficulties, pronunciation issues, and a lack of confidence. The ALM significantly improved students' listening comprehension skills through audio recordings, dialogues, interactive activitie

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Tyas, Agnes Siwi Purwaning, Ahmad Muam, Yohana Ika Harnita Sari, and Cisya Dewantara. "The Effectiveness of Blended Learning in Improving Students’ Workplace Communication Skills: A Case Study on Olive Website Test Result." Lingua Cultura 14, no. 1 (2020): 1–13. http://dx.doi.org/10.21512/lc.v14i1.6130.

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The research aimed to investigate the effectiveness of using blended-learning instruction in improving students’ communication skills at Sekolah Vokasi Universitas Gadjah Mada. They were required to take the Test of English for Vocational Students (TEVOCS) and it indicated that there was a gap between listening and speaking ability as presented in the test scores. To support the improvement of both skills, blended-learning instruction was designed and carried out in the forms of online listening activities via Online Listening for Individual Practice (OLIVE) website and offline meeting for spe

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