Log in

Relevant bibliographies by topics / Pre-listening tasks / Journal articles

To see the other types of publications on this topic, follow the link: Pre-listening tasks.

Journal articles on the topic 'Pre-listening tasks'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Pre-listening tasks.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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 o

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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 ta

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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 op

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

<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

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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 compr

APA, Harvard, Vancouver, ISO, and other styles

11

Rakhmonov, Nodirjon, and Dilnavozxon Xamidova. "PROBLEMS AND SOLUTIONS IN TEACHING LISTENING SKILLS TO B1-LEVEL STUDENTS." QO‘QON UNIVERSITETI XABARNOMASI 13 (December 29, 2024): 362–65. https://doi.org/10.54613/ku.v13i.1098.

Full text

Abstract:

This article discusses the challenges faced by B1-level students in learning listening skills and offers practical solutions to address these difficulties. The problems identified include limited vocabulary, difficulty understanding fast speech and varied accents, the challenge of listening for specific information, inconsistent practice, cultural context misunderstandings, and passive listening habits. Solutions proposed include pre-listening vocabulary preparation, gradual exposure to faster speech, targeted listening tasks, and incorporating diverse materials to keep students engaged. Activ

APA, Harvard, Vancouver, ISO, and other styles

12

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

13

Gembaruk, Alla. "PRE-SERVICE STUDENTS’ TRAINING TO TEACH LISTENING IN THE ENGLISH LANGUAGE CLASSROOM." Problems of Modern Teacher Training, no. 1(23) (April 29, 2021): 25–34. http://dx.doi.org/10.31499/2307-4914.1(23).2021.232733.

Full text

Abstract:

The article describes the way of pre-service students’ training to teach listening in the English language classroom which is done within the framework of new PRESETT Curriculum on Methodology designed in context of “New Generation School Teachers” joint project (2013–2019), initiated by the Ministry of Education and Science, Ukraine and the British Council, Ukraine. The article highlights the content of the unit devoted to teaching listening, its structure, modes of teaching and learning, assessment specifications. The article also specifies the tasks for school experience and the way teacher

APA, Harvard, Vancouver, ISO, and other styles

14

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.

Full text

Abstract:

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:

APA, Harvard, Vancouver, ISO, and other styles

15

Wang, Xiaohan. "Effect of Introducing Background Information on Chinese College Students English Listening Anxiety." Lecture Notes in Education Psychology and Public Media 6, no. 1 (2023): 387–92. http://dx.doi.org/10.54254/2753-7048/6/20220373.

Full text

Abstract:

Foreign language students commonly have a wide range of hearing anxiety in listening examinations. Background information introduction is a teaching method applied in English listening teaching, namely, the teacher introduces background information of listening content before the listening. This study investigated how pre-teaching content affects the anxiety levels of college students at an University of China taking the Foreign Language Listening Anxiety Scale(FLLAS) and college English CET-4 listening tests. Participants included 106 non-English major freshmen matched in listening ability. T

APA, Harvard, Vancouver, ISO, and other styles

16

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

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

17

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

18

Amari, Abdolamir, and Bahman Gorjian. "The Effect of Eliciting Tasks on Listening Comprehension among Iranian Pre-Intermediate EFL Learners." International Journal of Research in English Education 4, no. 2 (2019): 42–60. http://dx.doi.org/10.29252/ijree.4.2.42.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Juliana, Juliana. "Improving Students’ Toefl Listening Skill through Task-Based Learning Approach." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 4, no. 1 (2021): 231–42. http://dx.doi.org/10.33258/birci.v4i1.1586.

Full text

Abstract:

Toefl is urgently needed as an administrative requirement to work and participate in the scholarship competition. Students are required to master skills of this test. However, based on the results of pre-observations conducted in Information System class of Potensi Utama University, it is known that the average Toefl scores of students in Reading (37.8%), structure (32.7%), and Listening (29.5%). This phenomenon occurs because Toefl learning emphasizes a lot of activities on reading and structure skills so students do not get listening tasks with good quality and quantity. Therefore, the effec

APA, Harvard, Vancouver, ISO, and other styles

20

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.

Full text

Abstract:

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;

APA, Harvard, Vancouver, ISO, and other styles

21

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

22

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

23

Melnyk, Alla. "Blended learning activities for training pre-service English teachers’ professionally focused speech and strategic learning competence." Scientific and methodological journal "Foreign Languages", no. 2 (June 26, 2024): 15–25. http://dx.doi.org/10.32589/1817-8510.2024.2.306333.

Full text

Abstract:

The article introduces a comprehensive suite of activities designed to train pre-service English teachers’ professionally focused speech and strategic learning communicative competence in listening, reading, speaking, writing and mediation within the blended learning framework. It delineates four key phases:preparatory, advanced, main, and concluding. The article provides illustrative examples of tasks focused on “Learning Strategies” as part of the “Educational Studies” content module. These tasks are tailored for the “Practice of Oral and Written English” course, showcasing practical applica

APA, Harvard, Vancouver, ISO, and other styles

24

Le, Thi Hoa. "Effects of Task-Based Learning on Listening, Speaking, and Writing Skillsin EFL Classrooms: A MANOVA Approach." International Journal of Social Science and Human Research 07, no. 10 (2024): 7851–57. https://doi.org/10.5281/zenodo.13980458.

Full text

Abstract:

This study investigates the effects of Task-Based Learning (TBL) on listening, speaking, and writing skills in English as Foreign Language (EFL) classrooms, with a focus on task complexity. Using a quasi-experimental design, 90 intermediate-level EFL students were divided into three groups: a control group receiving traditional grammar-based instruction, and two experimental groups taught using TBL with low and high-complexity tasks, respectively. Pre- and post-tests were administered to measure performance in listening, speaking, and writing skills. Data were analyzed using MANOVA to assess d

APA, Harvard, Vancouver, ISO, and other styles

25

Le, Thinh Van, and Sa Kim Pham. "The effects of extensive listening on Vietnamese students’ listening skills." Indonesian TESOL Journal 2, no. 1 (2020): 1–14. http://dx.doi.org/10.24256/itj.v2i1.1246.

Full text

Abstract:

University students in Vietnam do not have enough time to practise their listening inside the classroom. Outside the classroom, they do not have chance to practice it. To supplement time constraint in the classroom, extensive listening was employed to assist students to develop their listening skills. The study aims to investigate whether extensive listening ameliorates students’ listening proficiency. Two groups of students from two intact classes: the control group (n = 32) and the experimental group (n = 32) were selected. Before the semester started, all students sat for the pre-listening

APA, Harvard, Vancouver, ISO, and other styles

26

Vincenzi, Margherita, Erika Borella, Enrico Sella, César F. Lima, Rossana De Beni, and E. Glenn Schellenberg. "Music Listening, Emotion, and Cognition in Older Adults." Brain Sciences 12, no. 11 (2022): 1567. http://dx.doi.org/10.3390/brainsci12111567.

Full text

Abstract:

Using the arousal and mood hypothesis as a theoretical framework, we examined whether community-dwelling older adults (N = 132) exhibited cognitive benefits after listening to music. Participants listened to shorter (≈2.5 min) or longer (≈8 min) excerpts from recordings of happy- or sad-sounding music or from a spoken-word recording. Before and after listening, they completed tasks measuring visuospatial working memory (WM), cognitive flexibility and speed, verbal fluency, and mathematical ability, as well as measures of arousal and mood. In general, older adults improved from pre- to post-tes

APA, Harvard, Vancouver, ISO, and other styles

27

Saito, Kazuya, Takumi Uchihara, Kotaro Takizawa, and Yui Suzukida. "Declarative and automatized phonological vocabulary knowledge in L2 listening proficiency: A training study." Applied Psycholinguistics 45, no. 6 (2024): 1187–218. https://doi.org/10.1017/s0142716424000468.

Full text

Abstract:

AbstractBy adopting a pre- and post-test design, the current study longitudinally examined the complex relationship between two different dimensions of phonological vocabulary knowledge (declarative vs. automatized) and their ultimate impacts on global L2 listening proficiency among 133 Japanese EFL students. The declarative group focused solely on what target words sound like and mean via meaning recognition tasks. The automatization group worked not only on such form-meaning mappings but also on prompt access to the target words in a semantically, collocationally, and grammatically appropria

APA, Harvard, Vancouver, ISO, and other styles

28

Tran, Linh, Trang Thi Bao Nguyen, and Dung Thi Xuan Do. "Exploring EFL Listening Anxiety and Its Correlation With Learners’ Perceived Listening Proficiency, Interest, and Practice." Theory and Practice in Language Studies 15, no. 6 (2025): 1753–65. https://doi.org/10.17507/tpls.1506.04.

Full text

Abstract:

This study investigated the listening anxiety experienced by Vietnamese tertiary English-majored students, and its relationships with students’ perceived listening proficiency, interest in listening, and frequency of listening practice. A mixed-methods approach was employed, collecting data through questionnaires from 160 English-major students at a university in central Vietnam and in-depth interviews with 15 of them. The findings identified four major sources of listening anxiety: learner-related factors (such as fear of missing key words and lack of linguistic knowledge); material itself (i

APA, Harvard, Vancouver, ISO, and other styles

29

Cartocci, Giulia, Bianca Maria Serena Inguscio, Giovanna Giliberto, et al. "Listening Effort in Tinnitus: A Pilot Study Employing a Light EEG Headset and Skin Conductance Assessment during the Listening to a Continuous Speech Stimulus under Different SNR Conditions." Brain Sciences 13, no. 7 (2023): 1084. http://dx.doi.org/10.3390/brainsci13071084.

Full text

Abstract:

Background noise elicits listening effort. What else is tinnitus if not an endogenous background noise? From such reasoning, we hypothesized the occurrence of increased listening effort in tinnitus patients during listening tasks. Such a hypothesis was tested by investigating some indices of listening effort through electroencephalographic and skin conductance, particularly parietal and frontal alpha and electrodermal activity (EDA). Furthermore, tinnitus distress questionnaires (THI and TQ12-I) were employed. Parietal alpha values were positively correlated to TQ12-I scores, and both were neg

APA, Harvard, Vancouver, ISO, and other styles

30

Kereba, Engliz Ketema. "Mobile Mediated Listening Skill Instruction Effects on Students’ Listening Comprehension and Motivation." Edukasi: Jurnal Pendidikan dan Pengajaran 11, no. 01 (2024): 60–71. https://doi.org/10.19109/ranrea08.

Full text

Abstract:

The study investigated mobile-mediated listening instruction (MMLI) effects on students’ listening comprehension and motivation. Quasi-experimental non-randomized groups’ pre-test-post-test research design was adapted. Two groups with 30 students were considered as experimental group and control group. MMLI approach was applied to the experimental group, and conventional approach was used to teach the control group. Tests and questionnaires were employed to collect quantitative data. Statistical tools such as independent sample t-test, paired samples t-test, chi-square, and Spearman’s rho corr

APA, Harvard, Vancouver, ISO, and other styles

31

Şık Keser, Kübra, and Salim Razı. "Beyond Hearing: Advanced English Language Learners' Journey Through Cognitive and Metacognitive Listening Strategy Training." Eğitimde Kuram ve Uygulama 21 (March 20, 2025): 35–50. https://doi.org/10.17244/eku.1622784.

Full text

Abstract:

Abstract This study aimed to develop and evaluate a cognitive and metacognitive listening strategy training program (LSTP) and examine its effects on the listening strategies of advanced English learners in Türkiye. The main research question explored whether the LSTP could enhance learners' use of cognitive and metacognitive listening strategies. After a promising pilot study, the primary study involved 10 participants, using grounded theory methodology. Data were collected through pre- and post-tests, student interviews, video recordings of instructional sessions, and weekly student diaries.

APA, Harvard, Vancouver, ISO, and other styles

32

El-dali, Mostafa. "L2 Listening Comprehension: Is it a Language Problem or Listening Problem?" English Linguistics Research 6, no. 1 (2017): 14. http://dx.doi.org/10.5430/elr.v6n1p14.

Full text

Abstract:

In a foreign language environment, students typically have limited exposure to the language outside formal classrooms. Therefore, their ability to comprehend spoken English may be limited. To add to this problem, L2 learners often regard listening as the most difficult language skill to learn. On the other hand, it is noticeable that L2 listening remains the least researched of all four language skills. Accordingly, the present study is based on the commonly believed premises that (1) investigating the listening comprehension process can provide useful insights into teaching listening and (2)

APA, Harvard, Vancouver, ISO, and other styles

33

Nadiia, Vilkhovchenko. "USING TED TALKS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT UNIVERSITY LEVEL." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (2023): 8–16. http://dx.doi.org/10.32342/2522-4115-2023-1-25-1.

Full text

Abstract:

This study considers TED talks as an effective authentic resource for mastering English. The purpose of the article is to outline a methodology for using TED talks in teaching English for specific purposes (ESP) at the university level. To achieve this goal, we set the following objectives: to introduce and describe the steps of utilizing TED talks, as well as provide examples to each step. We applied a number of methods which helped to fulfil the task of the paper. They include establishing the cognitive and educational value of ESP and its place in the system of university education; definin

APA, Harvard, Vancouver, ISO, and other styles

34

Nadiia, Vilkhovchenko. "USING TED TALKS IN TEACHING ENGLISH FOR SPECIFIC PURPOSES AT UNIVERSITY LEVEL." Bulletin of Alfred Nobel University Series "Pedagogy and Psychology» 1, no. 25 (2023): 8–16. http://dx.doi.org/10.32342/2522-4115-2023-1-25-1.

Full text

Abstract:

This study considers TED talks as an effective authentic resource for mastering English. The purpose of the article is to outline a methodology for using TED talks in teaching English for specific purposes (ESP) at the university level. To achieve this goal, we set the following objectives: to introduce and describe the steps of utilizing TED talks, as well as provide examples to each step. We applied a number of methods which helped to fulfil the task of the paper. They include establishing the cognitive and educational value of ESP and its place in the system of university education; definin

APA, Harvard, Vancouver, ISO, and other styles

35

Lopera, Sergio. "Useful Ideas when Taking Songs to a Class." Íkala, Revista de Lenguaje y Cultura 8, no. 1 (2003): 135–49. http://dx.doi.org/10.17533/udea.ikala.3182.

Full text

Abstract:

This article gives some basic ideas when teaching English with songs. Also some reasons why EFL teachers take songs are given. It addresses two important issues when teaching with songs: selection of songs and preparation of tasks. Examples for each kind of task are given. This paper recommends a routine of designing tasks that follow the format of pre-activities, while-listening activities and post-activities. Received: 29-05-03 / Accepted: 18-09-03. How to reference thus article: Lopera, S. (2003). Useful Ideas when Taking Songs to a Class. Íkala. 8(1), pp. 135 – 149

APA, Harvard, Vancouver, ISO, and other styles

36

Arizmendi González, Graciela. "A Genre-Based Approach to Listening: Factors and Outcomes." Mextesol Journal 45, no. 4 (2021): 1–14. http://dx.doi.org/10.61871/mj.v45n4-15.

Full text

Abstract:

In a study of approaches to teaching listening, an experimental group (EG) of seventeen English as a Foreign Language (EFL) undergraduates received genre-based instruction, beginning with a guided analysis of the context of oral production, the language used, the variations and organization of second language (L2) oral texts about films, leading slowly up to an independent reconstruction of another similar text. Data were collected from a pre- and post-listening task, stimulated recalls (SR), and semi-structured interviews (SSI). The results suggest that, in the EG’s post-tasks, the identifica

APA, Harvard, Vancouver, ISO, and other styles

37

Prismantikasari, Avinia, Tanzil Huda, and Fitrotul Mufaridah. "Enhancing Listening Comprehension In Grade XI-D at MAN 2 Jember through Note-Taking Techniques." Journey: Journal of English Language and Pedagogy 8, no. 1 (2025): 81–87. https://doi.org/10.33503/journey.v8i1.1440.

Full text

Abstract:

Listening comprehension is a crucial skill in language learning,. But many students continue to struggle with understanding spoken information due to cognitive overload, difficulty identifying key points, and ineffective note-taking strategies. A preliminary observation in Class XI D at MAN 2 Jember revealed that students faced significant challenges in listening tasks, as shown by their low average pre-test score of 52.5. These difficulties highlighted the urgent need for targeted instructional strategies like Classroom Action Reserach to support their listening development. This classroom ac

APA, Harvard, Vancouver, ISO, and other styles

38

Chen, Hui, and Qianru Li. "Echoes of Creativity: Investigating the Impact of Music Type on Pre-writing Idea Generation." International Journal of Instruction 17, no. 3 (2024): 715–28. http://dx.doi.org/10.29333/iji.2024.17340a.

Full text

Abstract:

Music has been found to be an effective aid in foreign language learning, but its potential use has yet to be explored. This study utilised a quantitative research method to examine the effect of music type on generating English-as-a-foreign-language (EFL) students’ pre-writing ideas, which were moderated by gender. Fifty-three students from three classes without academic writing experiences were assigned to three different music types, including no music, instrumental music, and pop music. The results showed that female students outperformed male students, regardless of music types, in pre-wr

APA, Harvard, Vancouver, ISO, and other styles

39

Krapchatova, Yaroslava, and Oksana Holovko. "THE USE OF INTERACTIVE TECHNOLOGIES FOR IMPROVING COMMUNICATIVE COMPETENCE IN LISTENING AND SPEAKING OF STUDENTS OF HIGHER EDUCATIONAL INSTITUTIONS." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 1 (7) (2018): 36–39. http://dx.doi.org/10.17721/2415-3699.2018.7.09.

Full text

Abstract:

The article analyzes interactive technologies for the teaching of speaking and computer technologies for the teaching of listening, which are used to improve the foreign communication skills of students of higher educational institutions. The test tasks for checking the English listening competence at each of the stages of working with audio text are introduced as well as the most widely - spread Cooperative Learning structures known as Kagan Structures, particularily the strucutresTeam Statement, Three-Step-Interview, Inside-Outside Circle, which can be effectively used for developing speakin

APA, Harvard, Vancouver, ISO, and other styles

40

Ayaz, Salma, Ihsan Ullah Khan, and Memoona Gul. "The Effect of Innovative Communicative Language Teaching Techniques on Students’ English Language Learning: The Case of District Lakki Marwat." Research Journal for Social Affairs 2, no. 4 (2024): 245–61. https://doi.org/10.71317/rjsa.002.04.0194.

Full text

Abstract:

Communicative language teaching (CLT) ensures the students' interactions with each other carry out tasks in groups and pairs. It is one of the latest techniques to enhance student’s knowledge in various disciplines. The present study attempts to examine the learners' language proficiency through communicative language teaching with different dimensions like writing, and listening skills to examine how these dimensions effectively work as different techniques to improve the learners' language proficiencies. For this purpose data was collected from college students through experimental and contr

APA, Harvard, Vancouver, ISO, and other styles

41

Pratiwi, Yunita Hardine Intan, and Joseph Peter Yaw-kan. "WHEN MUSIC MEETS LEARNING: HOW 7TH GRADERS IMPROVED THEIR ENGLISH SKILLS THROUGH SONGS." Indonesian Teaching English to Speakers of Other Languages Journal 2, no. 1 (2025): 184–93. https://doi.org/10.30587/inatesol.v2i1.9813.

Full text

Abstract:

This study aimed to investigate the effectiveness of English songs in improving listening comprehension and motivation among 7th-grade EFL students. Using a two-cycle classroom action research design, the study involved 30 participants who engaged with carefully selected English songs. Data were collected through pre- and post-tests, observations, and student questionnaires, then analyzed using mixed methods. Results showed a significant improvement in listening skills, with average test scores increasing from 65 to 82, alongside enhanced vocabulary recognition and comprehension. Qualitatively

APA, Harvard, Vancouver, ISO, and other styles

42

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

43

Rukmana, Rani Aryanti, and Rini Fadhillah Putri. "ADOPTING WEB-BASED LANGUAGE LEARNING (WBLL) AS LISTENING LEARNING RESOURCES: ESL-LAB FOR STUDENTS™ LISTENING IMPROVEMENT." REGISTER: Journal of English Language Teaching of FBS-Unimed 12, no. 3 (2023): 238–48. https://doi.org/10.24114/reg.v12i3.50808.

Full text

Abstract:

The purpose of this present study was to investigate the learners' listening improvement and reactions when using ESL-Lab.com resources in English class. This study utilized the methodology of participatory action research, a methodical approach that is recognized for its ability to bring about change as a reaction to the difficulties faced by students during listening comprehension tasks. The present investigation was divided into three discrete phases: the pre-cycle, cycle 1, and cycle 2. The study was conducted to 30 participants at SMP Negeri 15 Medan, the PPL School while doing teaching p

APA, Harvard, Vancouver, ISO, and other styles

44

Jerotijevic-Tisma, Danica. "Improving listening comprehension skills relying on metacognitive strategies - focus on vocabulary and specific l2 instruction." Zbornik Instituta za pedagoska istrazivanja 48, no. 2 (2016): 301–20. http://dx.doi.org/10.2298/zipi1602301j.

Full text

Abstract:

The present paper aims at investigating the application of an instructional method specifically focused on the expansion of metacognitive awareness and its effect on Serbian EFL students? listening comprehension. The current study is a follow-up research of a similar study by Vandergrift and Tafaghodtari (2010). However, we sought to expand the previous research by investigating the relationship between the students? current level of L2 (target language) vocabulary and listening test scores. Our study likewise differed in the sample of participants, the target language, teaching and testing ma

APA, Harvard, Vancouver, ISO, and other styles

45

Daeli, Ritueli. "Perceptions of the flipped classroom model in EFL listening instruction: Tutor experiences and implications for teacher education." Linguistics Initiative 5, no. 1 (2025): 113–27. https://doi.org/10.53696/27753719.51237.

Full text

Abstract:

This study investigates the perceptions of an EFL tutor at an Indonesian university regarding the flipped classroom model’s effectiveness in enhancing listening skills and its implications for teacher education programs. The flipped classroom, which moves lecture-based instruction outside the classroom and prioritizes interactive in-class activities, was implemented in two listening classes over ten weeks. Using a qualitative approach, data were collected through a semi-structured interview and analyzed thematically to address two key research questions. The findings reveal that the flipped cl

APA, Harvard, Vancouver, ISO, and other styles

46

Manihuruk, Leonita Maria Efipanias, and Irene Adryani Nababan. "The Implementation Usage of Youtube Media on Listening Ability of English Students During the Covid-19 Pandemic." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (2022): 2699–707. http://dx.doi.org/10.11594/ijmaber.03.12.22.

Full text

Abstract:

This research is motivated by learning English listening for students during the covid-19 pandemic which has not been carried out properly because students' understanding of listening skills is still lacking. The teaching and learning process during the pandemic is increasingly difficult for students to experience, resulting in disruption of the teaching and learning process. This also reduces the activeness of students in participating in listening learning. The learning media used are also still less effective, moreover the learning techniques used are still less varied. The purpose of this

APA, Harvard, Vancouver, ISO, and other styles

47

Kostikova, Іlona, and Haozhe Jiang. "MUSIC AND SONG TOOLS FOR ENGLISH LANGUAGE COMPETENCE DEVELOPMENT FOR YOUNG LEARNERS: OPPORTUNITIES OF DIGITAL TECHNOLOGIES." OPEN EDUCATIONAL E-ENVIRONMENT OF MODERN UNIVERSITY, no. 15 (2023): 73–84. http://dx.doi.org/10.28925/2414-0325.2023.156.

Full text

Abstract:

One of the interesting tools of learning at English lessons is music and songs. Their purpose as a didactic tool is to develop English language competence, to impact on the emotional and sensory sphere of young learners, it is like a game for quick studying of learning material, raising interest, curiosity, enthusiasm at English lessons. The purpose of the research is to characterize the use of music and song tools at English lessons with the possibility of using digital technologies. The tasks of the research are to analyze different authors’ approaches to defining the basics of music and son

APA, Harvard, Vancouver, ISO, and other styles

48

Marzona, Yessy. "The Effectiveness of Audio Repetition in Enhancing Listening Comprehension." Jurnal Ilmiah Pendidikan Scholastic 9, no. 2 (2025): 92–99. https://doi.org/10.36057/jips.v9i2.736.

Full text

Abstract:

Listening comprehension is a fundamental skill in language acquisition, yet it remains one of the most challenging aspects for English as a Foreign Language (EFL) learners. One of the strategies proposed to support listening development is audio repetition—allowing learners to listen to audio materials more than once to aid in understanding and retention. This reserach aims to examine the effectiveness of audio repetition in enhancing students’ listening comprehension skills. Conducted with a group of 40 eleventh-grade EFL students at a senior high school in Indonesia, the research employed a

APA, Harvard, Vancouver, ISO, and other styles

49

Moshynska, O. "DEVELOPING LISTENING SKILLS IN NON-LINGUISTIC HIGHER EDUCATION INSTITUTIONS." Scientific heritage, no. 154 (February 9, 2025): 36–38. https://doi.org/10.5281/zenodo.14840116.

Full text

Abstract:

The great attention of researchers to the issue of listening is conditioned by the fact that the training of speech reception by ear has been and continues to be an important direction of foreign language teaching methodology. Training of semantic receptive speech listening both in domestic and foreign methodological science of foreign language teaching is given the most serious attention. Listening as one of the numerous processes of communication by means of language forms the mentality of an individual, influencing his mind, feelings and intents through the content of the meaning of what is

APA, Harvard, Vancouver, ISO, and other styles

50

Pillai, Jeevita S., and Aoife McLoughlin. "Exercise and Time Perception: An Exploration of the Impact of High Intensity Cardio Exercise (Zumba) on Human Timing." Timing & Time Perception 4, no. 4 (2016): 343–53. http://dx.doi.org/10.1163/22134468-00002073.

Full text

Abstract:

Time is an important aspect of people’s lives and how it is perceived has a great impact on how we function, which includes whether we engage in activities such as exercise that are beneficial for our health. These activities can also have impact on our experience of time. The current study aims to investigate human interval timing after completion of one of two tasks: listening to an audiobook, or engaging in a Zumba workout. Participants in this study completed two temporal bisection tasks (pre and post intervention). Bisection points (point of subjective equality) and Weber’s ratios (sensit

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!