scholarly journals Benefits of using a mobile application in learning a foreign language

2017 ◽  
Vol 15 (40) ◽  
pp. 55-68 ◽  
Author(s):  
Judith Bustillo ◽  
Claribel Rivera ◽  
Juan Genaro Guzmán ◽  
Lizeth Ramos Acosta
Keyword(s):  
Foreign Language ◽  
Mobile Application ◽  
Listening Comprehension ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Listening Skills ◽  
Teaching Assessment

This article aims to show how the use of a mobile application contributes to the development of listening comprehension in English as a teaching strategy to generate significant learning. The research was conducted with a group of level A1 students, according to Common European Framework for Languages: Learning, Teaching, Assessment, who used Duolingo during an academic semester. The results indicate that the use of this application achieves a positive impact on the development of listening skills in English.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

scholarly journals Development of Listening and Linguistic Skills through the Use of a Mobile Application

2017 ◽  
Vol 10 (9) ◽  
pp. 95
Author(s):  
Lizeth Ramos ◽  
Arturo Valderruten
Keyword(s):  
Foreign Language ◽  
Systems Engineering ◽  
Mobile Application ◽  
Engineering Students ◽  
Positive Impact ◽  
Support Tool ◽  
Frequent Use ◽  
Level 1 ◽  
Written Test ◽  
Undergraduate Programs

The purpose of this article is to present the results of a research that was developed with eight groups of students of undergraduate programs of the Language Institute at Santiago de Cali University. The research was developed with four groups of students who used a mobile application developed jointly by foreign language professors, a software development professor and systems engineering students, as a support tool for individual practice of English level 1 (Test groups) and an equal number of groups of students who did not use the application (Control groups). No mobile applications already available in the market were used because none of them fit the sequence of topics that the course develops along the semester, thus, it was necessary to design an application tailored to the different themes, grammar and vocabulary requirements that were developed by the students. In both cases, a written test was performed at the beginning and end of the course in order to establish the benefit that the application could offer to the students in the test groups. The results indicate that the frequent use of the mobile application might have a positive impact on the development of both listening and linguistic competencies of English.

scholarly journals Incorporating Culture into Listening Comprehension Through Presentation of Movies

2015 ◽  
Vol 16 (1) ◽  
pp. 54
Author(s):  
Kusumarasdyati Kusumarasdyati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Prior Knowledge ◽  
Listening Comprehension ◽  
Listening Skills ◽  
Written Form ◽  
Instructional Aid ◽  
Target Culture

The use of movie videos as an instructional aid in the teaching of English as a foreign language (EFL) should be encouraged due to various pedagogical benefits. This article attempts to suggest a technique of utilizing movies in English listening classes in order to improve the aural perception skills of the learners. It comprises three stages:previewing, viewing, and postviewing. In the previewing stage, learners read a bried description of the theme of the movies to activate their prior knowledge, guess the meaning of certain keywords presented in sentential contexts, or familiarize-either with or without any subtitles-and while doing so they are supposed to answer several questions in written form. Finally, the learners are enganged into a postviewing activity in the form of contrasting cultures reflected in the movies. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sentizing them to the target culture, which is an inseparable aspect of language learning.

scholarly journals TEACHING LISTENING COMPREHENSION AT A NON-LINGUISTIC UNIVERSITY: FACILITATION THROUGH INTERNALIZATION OF CONNECTED ENGLISH SPEECH FEATURES

2018 ◽  
pp. 183-189
Author(s):  
I. N. Kosheleva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Staff ◽  
Listening Skills ◽  
Bottom Up ◽  
Phonological Features

Listening is not only one of the most important language skills, which is necessary for everyday communication, but an integral part  of foreign language learning. It is evident that the students need an  effective training in building auditory skills. However, proper  attention is seldom paid to the process of listening to the English  speech, altering phoneme recognition in the stream of speech, which  often causes difficulties in audio-comprehension. The subject  of this research is facilitation of teaching listening comprehension to  the students of non-linguistic universities. The purpose of the article is to identify the core phonological features of coherent  English speech and provide the examples of activities aimed at their  recognition. The methodological framework of the conducted  research is represented by bottom-up approach to teaching listening  and the tenet that speech perception and comprehension by ear is a  process. Therefore, the ability to correctly decode phonemes, words,  phrases and infer meaning plays an utmost role. In thiscontext the students’ wrong answers should be analyzed, it contributes to determining the point of misunderstanding. It is  shown that making students aware of phonological features  of  coherent English speech helps them to overcome difficulties in  audiotext perception and thus enhances teaching listening  comprehension. The results of the research can be of interest to  both foreign language teachers and to the researchers dealing with  English phonetics learning. Finally, the conclusions are drawn that a  successful development of listening skills requires a combination of  the bottom-up and top-down approaches. This enables teaching staff  to create favorable conditions for acquisition of one of the most challenging language skills.

scholarly journals The Effects of Audio Comedy Test on Listening Comprehension Skills of EFL Learners

2019 ◽  
Vol 3 (2) ◽  
pp. 90
Author(s):  
Anton Subarno ◽  
Wen-Fu Pan ◽  
Mei-Ying Chien
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Female Students ◽  
Test Results ◽  
Listening Skills ◽  
Efl Learners ◽  
Practice Tests ◽  
Comprehension Skills ◽  
English Listening Test ◽  
Senior Students

<p class="Abstract"><em>This study aims to investigate the effects of audio comedy on English listening comprehension test results of English as a Foreign Language (EFL) learners. The English listening test comprises four sections; each section has a seven-minute comedy audio mode and 13 questions, and participants listen to the four sections successively. This study was conducted with 117 sophomore, junior and senior students at Sebelas Maret University in Indonesia. Two-way Analysis of Variance (ANOVA) was adopted to distinguish between male and female students on the four successive test sections measuring English listening comprehension skills. The findings are: 1. Successive practice tests will stimulate English listening skills; and 2. Successive practice tests will improve students’ English listening skills. The comedy audio mode creates a low-stress English listening atmosphere and reduces the learner’s anxiety.</em></p>

scholarly journals The Impact of Cultural Background on Listening Comprehension of Saudi EFL Students

2020 ◽  
Author(s):  
Mohammad Hamad Al-khresheh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Cultural Background ◽  
Listening Skills ◽  
Saudi Students ◽  
Efl Students ◽  
Teaching Learning ◽  
Listening Process ◽  
The Impact

One of the most critical areas where considerable attention is required in teaching a foreign language involves listening skills. Listening plays an essential role in both communication and learning, and it is one of the most crucial necessary language skills in the field of language learning. Recent studies in foreign language listening have extensively focused on the prevailing difficulties of listening. There has been little research on the cultural- background as a sociolinguistic dimension of listening. Therefore, this study set out to determine whether Saudi EFL students face particular difficulty in their listening comprehension, to identify possible reasons for the problems, and to find out whether the cultural- background affects the listening process. To achieve these objectives, a triangulation method was followed. A diagnostic test and a questionnaire were used on a group of 31 Saudi students of English and a reflective essay was carried out on eight EFL teachers. The findings suggest, first, that listening is the most challenging language skill and, second, that Saudi EFL students encounter substantial difficulty in the perception, parsing, and utilization phases of their listening comprehension for many reasons. The findings also suggest that the cultural background has a significant effect on their listening process. This study is expected to contribute markedly towards increasing the understanding of listening difficulties in language learning, and improving the teaching-learning process, by recommending effective remedies for addressing such challenges.

ОБУЧЕНИЕ МЕДИЦИНСКОМУ АНГЛИЙСКОМУ ЯЗЫКУ С ПРИМЕНЕНИЕМ АУТЕНТИЧНЫХ АУДИОМАТЕРИАЛОВ / TEACHING MEDICAL ENGLISH WITH THE APPLICATION OF AUDIO AUTHENTIC MATERIALS

2021 ◽  
pp. 184-191
Author(s):  
Liana Arzumanyan
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Communicative Competence ◽  
Material Selection ◽  
Educational Material ◽  
Listening Skills ◽  
Medical Field ◽  
Authentic Materials ◽  
Medical English

Статья посвящена специфике обучения аудированию медицинского английского языка в высших неязыковых учебных заведениях. Рассмотрены основные и специфические навыки и умения, которые необходимы специалисту для восприятия профессионально-значимых аудиотекстов, вопросы выбора учебного материала, проблемы, с которыми сталкиваются студенты, а также задачи, отвечающие требованиям аудитории. В статье предлагаются некоторые идеи, как улучшить развитие навыков слушания и расширить знания английского языка в медицинской сфере. Раскрыта также роль техники слушания в формировании иноязычной коммуникативной компетенции у студентов в неязыковых вузах. / The article is devoted to the specificity of teaching listening comprehension of medical English in higher non-linguistic institutions. The basic and specific skills and abilities that are necessary for a specialist in the perception of professionally significant audio texts, the questions of educational material selection, the problems faced by the learners, as well as the tasks that meet the requirements of the audience are considered. The article suggests some ideas how to improve the development of listening skills and extend the knowledge of English in the medical field. The role of listening technique in forming foreign language communicative competence of nonlinguistic training directions of students is revealed as well.

scholarly journals The students' perception on the use of computer assisted language learning

2021 ◽  
Vol 5 (1) ◽  
pp. 174-186
Author(s):  
Kartika Marta Budiana ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Qualitative Approach ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Listening Skills ◽  
Foreign Language Acquisition ◽  
Positive Impression

While listening comprehension is the heart of language, but it is the least understood and researched skill. This is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. This study aims to see the effect of computer assisted language learning (CALL) applied to students` listening performance. This study adopts a qualitative approach. Data were collected using questionnaires. The findings in this study reveals Students`-perceptions and feedback on CALL. It shows that many of the students feel easier in understanding the listening material using CALL. It also shows that many of the teachers interested using CALL but not interested with the LMS provided. It can be concluded that most of the students have a positive impression about the use of CALL in English learning, especially for Listening.

scholarly journals Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

2018 ◽  
Vol 6 (6) ◽  
pp. 41 ◽  
Author(s):  
Başak Karakoç Öztürk
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Main Idea ◽  
Metacognitive Strategies ◽  
Survey Method ◽  
Skills Development ◽  
Listening Skills ◽  
Certification Program ◽  
Before And After ◽  
Listening Strategies

The aim of this study is to determine the state of using metacognitive strategies to develop listening skills in teaching Turkish as a foreign language to Syrian children. This research is a descriptive study designed with the survey method. In June 2017, the Certification Program for Teaching Turkish as a Foreign Language was organized for Turkish educators who work in Adana, as a part of “The Project of Supporting Syrian Children’s Integration into the Turkish Education System”. In this context, all Turkish educators who work in Adana composed the population of this study while 108 Turkish educators constituted the sample of the study. In this study, the data were collected by the “Metacognitive Listening Strategies Opinion Form” developed by the researcher and analyzed with descriptive statistical techniques.  The findings of the study showed that most of the metacognitive strategies that can be used before listening are rarely used and that the response rates as to “always” or “often” in the questionnaire are quite low. It was observed that Turkish educators usually “rarely” used strategies apart from the strategy of “underlining words the meaning of which they do not know” in the listening process.The findings further indicated that more strategies were used before and after listening than during listening and that the most frequently used strategies by learners were summarizing the listening text in their own words, expressing the theme and main idea of the text they were listening to, telling which section/s in the listening text they mostly focused on, and answering the listening comprehension questions.

PELATIHAN MENDENGAR AKTIF UNTUK GURU DI SEKOLAH NON-FORMAL X

2021 ◽  
pp. 57
Author(s):  
Serly Oktavia ◽  
Margaretha Purwanti
Keyword(s):  
High School ◽  
Needs Assessment ◽  
Listening Comprehension ◽  
Positive Impact ◽  
Online Training ◽  
Active Listening ◽  
Listening Skills ◽  
Teacher Needs ◽  
Study Techniques

As educators, teachers don’t only play a role in teaching, but also are required to be able to encourage students. One of the teacher's roles according to the “Among” system proposed by Ki Hajar Dewantara is that the teacher needs to be in the midst of the students. One of the schools that implements the Among system is a non-formal high school X. This school formulates the role as teachers need to understand the students. However, in practice, many teachers feel confused in carrying out this role, especially when they have to listen to student’s stories. In addition, the Covid-19 situation increases the need for students to share stories with teachers. Therefore, a needs assessment to identify the teacher's listening skills was carried out so that the intervention could be implemented. Needs assessment is carried out using interview, observation, and document study techniques which are then analyzed using a problem tree. Interventions in the form of active listening online training that focus on techniques in the active listening element are given to teachers. The purpose of this training is to increase the teacher's active listening knowledge in carrying out that role. The results of the training showed that there was an increase in active listening comprehension perceived by the teachers. This training has a positive impact on students, which is the openness of students when teachers begin to apply active listening techniques. The teachers who participated in the training also felt more focused when carrying out their roles. Sebagai pendidik, guru tidak hanya berperan untuk mengajar namun juga dituntut untuk dapat memberikan motivasi dan dorongan kepada siswa. Salah satu peran guru menurut sistem among yang dikemukakan oleh Ki Hajar Dewantara yaitu guru perlu berada di “tengah” siswa. Salah satu sekolah yang menerapkan sistem among ini yaitu SMA non-formal X. Sekolah ini memformulasikan peran di tengah sebagai peran teman cerita yang perlu diemban oleh guru. Namun pada pelaksanaannya, banyak guru yang merasa kebingungan dalam menjalankan peran ini, terutama ketika harus mendengarkan siswa bercerita. Kondisi ini ditambah pula dengan situasi pandemi Covid-19 yang menambah kebutuhan bercerita siswa. Oleh karena itu, asesmen kebutuhan untuk mengidentifikasi kemampuan mendengarkan para guru dilakukan sehingga intervensi dapat dilaksanakan. Asesmen kebutuhan dilakukan dengan menggunakan teknik wawancara, observasi dan studi dokumen yang kemudian dianalisis menggunakan pohon masalah. Intervensi berupa pelatihan mendengar aktif yang berfokus pada teknik-teknik dalam elemen mendengar aktif diberikan kepada guru secara daring. Tujuan dari pelatihan ini yaitu untuk meningkatkan pengetahuan mendengar aktif guru dalam menjalankan peran sebagai teman cerita. Hasil pelatihan menunjukkan bahwa terdapat peningkatan pemahaman mendengar aktif secara subyektif yang dirasakan oleh guru. Pelatihan mendengar aktif juga memberikan dampak positif terhadap siswa, salah satunya yaitu keterbukaan siswa ketika guru mulai menerapkan teknik mendengar aktif dalam menjalankan peran sebagai teman cerita. Para guru yang mengikuti pelatihan juga merasa lebih fokus ketika menjalankan peran sebagai teman cerita.

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