Academic literature on the topic 'Pre-listening tasks'
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Journal articles on the topic "Pre-listening tasks"
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Danilina, S. "Pre-Listening Tasks to Improve ESP Students’ Listening Comprehension." Science and Education a New Dimension VIII(239), no. 95 (2020): 12–13. http://dx.doi.org/10.31174/send-pp2020-239viii95-02.
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Turel, Vehbi. "Design of pre-listening tasks in hypermedia environments." International Journal of Human Rights and Constitutional Studies 3, no. 2 (2015): 181. http://dx.doi.org/10.1504/ijhrcs.2015.070601.
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Sun, Yu-Chih, Wen-Li Chang, and Fang-Ying Yang. "An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension." International Journal of Computer-Assisted Language Learning and Teaching 1, no. 3 (2011): 37–53. http://dx.doi.org/10.4018/ijcallt.2011070103.
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This study investigates the effects of employing extended online thematic listening tasks on the development of listening comprehension in an English course focusing on reading and writing skill development. To accomplish this aim, extended online thematic listening tasks were designed and implemented in English as a Foreign-Language (EFL) college level General English course. Pre- and post-tests were conducted to examine students’ gains in overall listening proficiency. Moreover, students’ mid-term and final exams were compared in order to track student progress. Data on student perceptions of online thematic tasks was also collected and analyzed. Findings suggest that extended online thematic listening tasks may constitute a dynamic forum which fosters significant gains in listening comprehension, test performance, and development of learning strategies. In addition, the findings reveal that students’ initial enthusiasm toward extended online listening tasks faded and the efforts that they put into the tasks gradually decreased as the semester progressed. Therefore, time availability and management become an important pedagogical issue in e-learning.
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Simpson, Kedi. "Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’." Language Teaching 54, no. 1 (2020): 152–55. http://dx.doi.org/10.1017/s0261444820000531.
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In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this.
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Córdoba Zúñiga, Eulices, and Emerson Rangel Gutiérrez. "Promoting Listening Fluency in Pre-Intermediate EFL Learners Through Meaningful Oral Tasks." Profile: Issues in Teachers´ Professional Development 20, no. 2 (2018): 161–77. http://dx.doi.org/10.15446/profile.v20n2.62938.
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This article reports a study on the implementation of meaningful oral tasks to promote listening fluency in ten pre-intermediate English as a foreign language learners in the English language teaching program at a Colombian public university. The tasks were implemented to overcome the weaknesses these students had to understand oral messages from audio materials and daily-life conversations in classes. A qualitative action-research study with observation field-notes and semi-structured interviews served as the basis for this research. Results indicate that this methodology provided suitable opportunities to foster listening fluency through the development of meaningful oral tasks. Participants developed dynamic assignments that included pre, while, and post intensive-extensive listening practices which allowed them to understand, to interpret oral messages, and to provide suitable responses to do the required tasks.
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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 level of listening comprehension was evaluated by the B1 Preliminary listening paper before the study. Listening was taught to both groups by the comprehension-based model consisting of a pre-during-post listening cycle. The pre-listening activities of the experimental group included watching and working on 360° VR videos related to the topics of the listening parts of the textbook. The pre-listening phase of the control group included the warmup activities of the textbook. Both groups’ listening comprehension was evaluated again at the end of the study. The quantitative data analysis revealed a significant difference between the participants’ listening comprehension in favor of those who had worked with VR video as pre-listening tasks. Also, larger effect sizes for Parts 3 and 4 of the test that focused on understanding monologues were evident. The experimental group members were asked to express their perceptions of the experience of working with 360° VR videos in listening instruction by taking part in a structured interview. The results showed that almost all participants found the activities to be inspiring and pedagogically valuable.
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Nurohmawati, Mei, and Restu Arini. "Designing Web-based English Listening Tasks for University Students." Journal Of Education And Teaching Learning (JETL) 5, no. 3 (2023): 51–62. http://dx.doi.org/10.51178/jetl.v5i3.1529.
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Some problems faced by the student in listening activities are limited vocabulary, unfamiliar phrases or words, inability to understand the message due to lack of exposure to listening. This study emphasizes the design of English listening tasks using websites to improve students' listening skill. Two main objectives were determined: (1) to present the process and need analysis of the development of web-based listening tasks; (2) to present the appropriateness of the web-based task and students’ improving in listening skill. This study is designed-based research using a mix method. ADDIE model was used as the process of design. The data were qualitative and quantitative which was collected by using questionnaire, observation and test. The result shows students' enhancement of around +11 from the pre test (score 71.75) and the post test (score 83.52). The web-based listening task was considered good by 63% of students. Expert judgments also confirmed score 4.4 for the content or listening tasks that covered the alignment of the content with learning outcomes, materials, originality, and students’ need; and score 4,1 for the media in the terms of instruction, multisensory experience, the visual, the communicative aspects.In conclusion, web-based listening tasks are the answer to improve students’ listening skills and boost their motivation to learn English.
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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 revealed increased engagement and improved comprehension scores. The study supports integrating creative, multisensory tasks into young learner classrooms to promote listening skills and active participation.</em>
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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 learners' listening abilities. The article concludes by discussing the importance of assessment and feedback in developing proficiency in these specialized listening contexts<strong>.</strong>
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Rudneva, Maria A., and Nailya G. Valeeva. "Blended learning approach to teaching ESP case study of TED talks." RUDN Journal of Ecology and Life Safety 26, no. 4 (2018): 454–60. http://dx.doi.org/10.22363/2313-2310-2018-26-4-454-460.
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This work analyzes implementation of TED talks as a part of ESP blended learning training for fostering students’ listening comprehension skills. We present a case study of 12 lower proficiency nonlinguistic students who were assigned listening to a designated TED talks each week and performing listening comprehension tasks that were later checked in the classroom. TED lectures were offered as a part of academic and specific English course for undergraduate students of the ecological faculty and were aimed at enhancing learner autonomy, enriching academic vocabulary, developing listening comprehension skills and promoting scholarly journal writing in a long-term perspective. The results were formally assessed by pre-test and post-test as well as by individual anonymous surveying of the students upon completion of the course. We looked into the results of the survey and overviewed pros and cons of implementation of TED talks into ESP curriculum.
Books on the topic "Pre-listening tasks"
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Dittrich, Joshua. Geosonics. Bloomsbury Publishing Inc, 2024. http://dx.doi.org/10.5040/9798765104606.
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How do we listen to the earth? That is the central question posed inGeosonics: Listening Through Earth's Soundscapes. Working across sound studies, media theory, and environmental media studies, Joshua Dittrich explores the material and metaphorical geology of the sonic environment. In an epoch of climate crisis, environment is no longer a neutral background, site, or simple “surrounding”: environment is immanently implicated in the chains of mediation that make up the material and imaginative infrastructure of our lives. The analytical task ofGeosonicsis to tune into that infrastructure through sound. Drawing on influential work in sound studies around the concept of transduction, this book explores how listening does not take place in a pre-existing soundscape, but rather makes place by etching out a mediated, mutually constitutive set of relations between listeners, media, and environments.
Book chapters on the topic "Pre-listening tasks"
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Palanchuk, N. V. "CHARACTERISTIC ASPECTS OF PROFESSIONALLY-ORIENTED LISETENING IN THE ENGLISH LANGUAGE FOR MARITIME SPECIALITIES AT TRANSPORT UNIVERSITY." In Intelligent Transportation Systems. FSBEO HPE Moscow State University of Railway Engineering (MIIT), 2025. https://doi.org/10.30932/9785002587582-2025-914-919.
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This article is devoted to professionally-oriented listening in the foreign language at the transport university. The author analyses the examples of pre-listening and post-listening tasks for the audio texts provided in the textbook for maritime specialties. This type of exercises plays an important role in understanding, analysing, processing professionally relevant information presented in audio texts and applying it in new professional contexts. The analysis of specific tasks will help identify effective methods of teaching professionally-oriented listening in English at universities.
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Vasant, Santanu. "Would I lie to you? Checking knowledge in pre-reading, listening or watching tasks." In Ideas for Active Learning. University of Sussex Library, 2022. http://dx.doi.org/10.20919/opxr1032/96.
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Manegre, Marni, and Piyumi Udeshinee. "A telecollaborative study of university students in Spain and Sri Lanka using the Soqqle video app." In Intelligent CALL, granular systems and learner data: short papers from EUROCALL 2022. Research-publishing.net, 2022. http://dx.doi.org/10.14705/rpnet.2022.61.1467.
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This study addresses interculturality and Intercultural Competence (IC) by connecting university students in Spain and Sri Lanka through the use of the Soqqle app, an education-based video app. The students were asked to create five videos independently using English as a lingua franca and upload each video to the app related to the assigned tasks. The goal of this study is to determine whether creating videos increases the IC of the students and whether the video creation activities enhance the students’ English as a Foreign Language (EFL) listening and speaking skills. The students were given a pre-questionnaire at the onset and post-questionnaire at the conclusion of this study. The results show that the students increased in their cultural knowledge from the pre- to post-questionnaire. Additionally, the students reported that their Foreign Languages (FL) skills increased, and they generally enjoyed participating in this study.
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Olatomide, Onijuni. "Advancing the Wellbeing of Bereaved People Toward Effective Rehabilitation." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-1375-6.ch008.
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Among the inevitable traumatic hazards that people encounter is death of a loved one. A notable reaction to such loss is grief. Individuals in grief could develop a crisis and suddenly start to function with diminished capacity. While some individuals navigate their grieving phase with minimal damage and return to functionality, others lack the requisite resources to manage the phase, leading them to crisis. This latter group needs counsellors to assist them navigate the phase and return to pre-crisis functionality. This chapter provides two-way effective grief and trauma counselling therapies. To social supports, it provides empathic listening, tolerating awkward responses from the bereaved, and observing a task that needs to be done and do it vicariously, etc. To the bereaved, it offers cognitive restructuring, self-monitoring of thoughts and recording, increasing help-seeking behaviours, Premack principle, time out, self-compassion, bibliotherapy, and reinforcement, among other therapies, to manage grief and trauma during bereavement.
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Tsai, Shu-Chiao. "Task-Based Learning with Interactive ESP Courseware Integration in Higher Vocational Education." In Educational Stages and Interactive Learning. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0137-6.ch021.
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This chapter reports on integrating a self-developed interactive courseware of English for Specific Purposes (ESP) into a self-study and elective course “English Reading for Technology” offered for sophomore students in the Applied Foreign Languages Department (AFLD) of a vocational university in Taiwan two hours per week for twelve weeks. A Computer-Assisted Language Learning (CALL) approach combined with a Task-Based Learning (TBL) approach was adopted. The course mainly focused on vocabulary, reading, and comprehension. Evaluation of implementing these Information and Communication Technologies (ICT) into ESP instruction with courseware integration was based upon data from a variety of pre- and post-tests including cloze, listening, writing, and Q&A. Meanwhile, a traditional teacher-centered Face-to-Face (F2F) instruction was conducted as a control group. The learning effectiveness in most of the post-tests under both instructions has been significantly improved. Students under the ICT instruction with courseware integration made as much progress as those did under the F2F instruction, suggesting that the well-structured courseware offered a potential solution to problems in the development and expansion in frequency of ESP courses in Taiwan by playing the role of an adjunct teacher, peer, and facilitator, through which students were able to practice language skills and learn content knowledge. Most students were satisfied with practices for learning English skills and professional knowledge provided by the courseware and had a positive attitude toward such ICT instruction. In addition, students used reading strategies to a high degree, and the most-commonly used reading strategies were cognitive, memory, and compensation, but social-affective strategies were least frequently employed.
Conference papers on the topic "Pre-listening tasks"
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Kaplan-Rakowski, Regina, and Yongluan Ye. "Listening tasks in virtual reality: A pilot study." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16960.
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Listening comprehension is a crucial skill in Foreign Language (FL) learning, yet many FL learners encounter challenges in this area, leading to frustration and discouragement. To address the issue, this pilot study investigated whether high-immersion Virtual Reality (VR) could effectively facilitate attentive listening tasks for FL learners. This quasi-experimental, within-subject pilot study involved ten learners of Chinese from an underserved, urban high school in the United States. Participants experienced an animated story in VR with and without captions, then completed pre- and post-tests to assess language gains and listening comprehension. A questionnaire measured participants' perceptions of VR and the use of captions. Results indicated that VR positively impacted language gains and listening comprehension, showing improvement with both groups of participants. Although the group without captions slightly outperformed the group with captions, this difference was not statistically significant. Novice learners reported challenges in comprehending the VR story, highlighting their need for appropriate scaffolding. Overall, the findings suggest that VR can be an effective tool for practicing listening comprehension for FL learners, but careful consideration of content complexity and scaffolding is crucial for learners at different proficiency levels. This study lays the groundwork for further research on VR-assisted language learning.
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Benjelloun, Mounia. "THE USE OF TOP-DOWN AND BOTTOM-UP LISTENING STRATEGIES TO IMPROVE MOROCCAN UNIVERSITY STUDENTS’ LISTENING COMPREHENSION AND LANGUAGE SKILLS." In EduCon Bangkok – International Conference on Education, 08-09 July 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.142143.
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Listening is one of the most challenging skills for language learners; although they spend time listening to the teacher, their fellow students, and recordings, they are rarely exposed to listening strategies, which can help them become more effective and efficient listeners. Teaching methods mainly focus on productive skills compared to the listening skill, which has been considered the least understood and the most overlooked, until recently. (Nation & Newton, 2009). As a result, students encounter listening comprehension challenges and lack the appropriate language skills needed to complete listening and speaking tasks successfully. This study is, therefore, an attempt to investigate the impact of top-down and bottom-up listening strategies on improving Moroccan university students’ listening comprehension and language skills. Two groups of students, a controlled and an experimental, belonging to the same year and field took part in this study. Both groups were exposed to a pre-listening and a post-listening test, followed by speaking tasks. They were also exposed to listening tasks for about twelve weeks. The experimental group, however, were explicitly taught listening strategies for all stages of the listening tasks. This study adopts a qualitative approach to compare and analyze the results. Preliminary findings reveal that generally, both the controlled and experimental group improved their listening skills for gist. However, the use of bottom-up listening strategies has significantly proved effective in helping students of the experimental group to develop their listening comprehension for specific information and their oral production, which was more meaningful and efficient than that of the controlled group
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Astanina, Anna, Tatiana Rasskazova, and Irina Beliaeva. "PROVIDING COMPUTER-BASED TESTING FOR LOW-LEVEL STUDENTS AT A RUSSIAN UNIVERSITY." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-020.
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The method of computer-based testing is not new, being widely introduced both as cost-effective, quick for administering. Universities where English is not the language of tuition also seek ways of efficient assessment with the help of computer-based tests. However, there are some challenges of testing low-level learners, as there are very few valid ready-made tests designed for pre-A1 adult learners due to numerous factors: insufficient number of test versions, limitations of defining appropriate language items for testing, etc. Test-designers face challenges connected with choosing test constructs in general, vocabulary and grammar items in particular, finding appropriate sound tracks. The data described in the article present the results of two different tests: one that is offered by Russian federal test-designing body for university students irrespective of their level and the other is the first test that was designed specifically for pre-A1 adult students. The tests were administered as the achievement end-of-semester tests for first-year students of STEM subjects. The article presents the year 2015-2016 the number of pre-A1 learners entering the university was 20% of all first-year students (N=508). At the end of the first semester the Federal Internet Exam in Professional Education (FEPE) was administered as an independent computer-based test for university students as an achievement test. However, the failure rate among pre-A1 students was 100%. According to the University internal regulations, a student has to get at least 40% of the test tasks correctly to pass. Therefore, the need for context-specific pre-A1 achievement test was obvious. The test was designed by the end of the second term and included tasks on Reading (with use of English tasks integrated), Writing and Listening. The time limit was set at 40 minutes. The test results show that only 1 pre-A1 learner (out of the total number of 59 students who took the test) failed. The article dwells upon issues that test-designers face while meeting the requirements of testing pre-A1 learners, and suggests some practical implications into designing tests for pre-A1 learners.
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Balagiu, Alina, Marioara Patesan, and Dana Zechia. "READING COURSE FOR ELEARNING." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-232.
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Reading is one of the important skills in learning English, that can be easily studied by the student at home, in a relaxed and friendly environment. The paper shows the way we understand to develop a reading activity with pre-reading and post-reading exercises for at least a one hundred minute class, intended for intermediate or upper-intermediate university students. The main topic the activities are based on is 'Pollution'. The course was developed in order to follow some objectives: 1.Understand the main points and details of a reading text. 2.Recognize irony, cultural references and idiomatic expressions in a reading text. 3.Detect logical relationships in the readings and create mind mapping using the several sites as sources of information. 4.Evaluate a site according to several criteria. The exercises range from definitions to vocabulary development, from skimming to scanning in order to cover a multitude of teaching/learning methods. To use the internet for educational purposes the students have to know some things about the types of sites they visit in order to take information for their compositions, essays or projects. They have to select the sources that are reliable from a multitude of web sites, and sometimes this is a very difficult task. There is one exercise designed to help students to chose the best site for the subject they want to deal with. It should be considered as a guide for using the internet information for their work. Other listening, writing and speaking activities could be developed from the reading part.