scholarly journals Incidencia De La Destreza Listening A Través De Diálogos Y Closed Caption En El Aprendizaje Del Idioma Inglés

2018 ◽  
Vol 14 (2) ◽  
pp. 204
Author(s):  
Luis Oswaldo Guadalupe Bravo ◽  
Enrique Jesús Guambo Yerovi ◽  
Luis Alberto Veloz Andrade ◽  
Salazar Calderón Edison Hernán ◽  
Mancero Orozco Washington Gustavo ◽  
...  
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Hypothesis Test ◽  
Chi Square ◽  
Listening Skill ◽  
Information And Communication ◽  
Student’S Performance ◽  
The Subject ◽  
Second Year

The objective of the present investigation was to make a diagnosis to the students of second year of baccalaureate parallel "H" of Pedro Vicente Maldonado High School in order to determine that the development of the skill of listening through activities like the dialogue and closed caption and the use of technologies of information and communication, contribute in the listening comprehension and therefore in the English language learning. The difficulty in the listening comprehension was detected because of the student’s low grades in the subject of the English. The research was scientific, quasiexperimental, and bibliographical, the information was collected through the technique of observation with a checklist that allowed the teacher to evaluate the student's performance. Both the activities and the parameters of the collation list were validated and verified by academic peers. The activities were organized in a timeline for their implementation; later the results were tabulated, analyzed, and interpreted, and subjected to the Chi square statistical test for the hypothesis test. Where it was shown that the application of activities with the help of the ICTs of the listening skill benefits the listening comprehension and thus the learning of the English language.

scholarly journals Students Demotivating Factors in the EFL classroom: The Case of Morocco

2018 ◽  
Vol 9 (2) ◽  
pp. 150
Author(s):  
Youssef BABA KHOUYA
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
English Language ◽  
Statistical Significance ◽  
Chi Square ◽  
Writing Test ◽  
Significant Difference ◽  
Males And Females ◽  
Cross Tabulation ◽  
Second Year

This study was conducted to investigate the problem of demotivation in English language learning (ELL) within the Moroccan context. To attain this objective, two instruments were adopted: a questionnaire and a writing test. The participants involved in this study were 201 baccalaureate students (second year) from six secondary schools, 84 were males and 117 were females. The data gathered was quantitatively analyzed through frequency distribution and percentages, Cross-tabulation, Chi-Square Tests, Independent Samples t-Test, in addition to the statistical significance which was set at the level of .05 (95%) for all statistical procedures. Six main findings were reported: (1) students positively perceived themselves in ELL; (2) students did not consider English language as a demotivating factor while learning it itself; (3) students were largely positive towards their teachers of English; (4) crowded classrooms were the main demotivators in learning environment among classmates, textbook of English, and classroom atmosphere; (5) generally, learning environment was the main demotivating factor in ELL; (6) as for gender, there was no significant difference between males and females in terms of the number of demotivating factors that they encountered. In the light of these findings, some pertinent implications were provided. 

The Significance of Listening Comprehension in English Language Teaching

2016 ◽  
Vol 6 (8) ◽  
pp. 1670 ◽  
Author(s):  
Abbas Pourhosein Gilakjani ◽  
Narjes Banou Sabouri
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Listening Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Language Skill ◽  
Listening Skill ◽  
Comprehension Process ◽  
Definition Of

Listening is a significant language skill to develop in second language learning. Despite its importance, language learners consider listening as the most difficult language skill to learn. Since the role of listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues concerning listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening comprehension, a brief discussion of reasons for listening, followed by reviewing listening comprehension process, the importance of listening, teachers’ roles in listening comprehension, and discuss strategies, techniques, and goals of listening. The review of literature indicated that learners can improve their listening comprehension through the help of teachers, using suitable materials and activities, and practicing a lot.

scholarly journals Enhancing Listening Comprehension through Testing

2015 ◽  
Vol 1 (4) ◽  
pp. 379
Author(s):  
Othman H. Aziz
Keyword(s):  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Foreign Language Learning ◽  
Entrance Examination ◽  
Listening Test ◽  
Language Tests ◽  
Listening Skill ◽  
Almost All ◽  
Test Achievement

Listening comprehension is one of the important skills in foreign language learning, however, there has been relatively little research in this field. For that matter, testing listening skill has not had a long history either. Currently the situation is different and the listening test has been given sufficient weight in language testing and assessment.  Almost all standardized and proficiency English language tests throughout the world include listening component (e.g. TEFOL, ILETS, various Cambridge Exams). Certain universities have even included a listening component in their entrance examination (e.g. in Japan); while other educational institutions have made an English proficiency certificate (which has a listening component) a graduation requirement (e.g. HCT in UAE). This study aims at investigating the effect of 'pre-test preparation' on test achievement. The subjects were a group of 3rd year university students on a B.A. degree programme in English, in Kurdistan region, Iraq. The project extended over a period of three months; during which the students were being prepared to sit for two proficiency (standardized) listening tests, namely Cambridge Preliminary (known as PET). Results of the first test, as expected, were rather unsatisfactory. The students were made aware of their mistakes through analysis of their test results. After a period of two months the students were put through another listening test of the same level of proficiency to find out if their familiarity with the test processes and procedures would affect their test achievement.  The results showed remarkable improvement. It is hoped that this study and the suggestions that are made, would be of benefit for teachers and test-takers alike, in tackling some issues related to listening comprehension.

scholarly journals USING AUTHENTIC MATERIAL TO IMPROVE THE STUDENTS’ LISTENING SKILL

2014 ◽  
Vol 3 (2) ◽  
pp. 166
Author(s):  
Yasser Mallapiang
Keyword(s):  
Listening Comprehension ◽  
Authentic Materials ◽  
Authentic Material ◽  
Listening Skill ◽  
Post Test ◽  
Good Technique ◽  
The Subject ◽  
The Mean ◽  
Second Year ◽  
Academic Year

The research is aimed to find out the Authentic Materials improve the students’ listening comprehension in terms of inferred meaning comprehension at the Second Year Students’ of SMP Negeri 4 Makassar. This research was an Experimental Research. This research was conducted at SMP Negeri 4 Makassar. The subject of the research is class VIII.And in the academic year of 2014-2015 which consists of 30 students, involved 16 men and 14 women who were taken as the responders of the research. The instrument of this research is listening test namely fill the blank test. The finding of this research shows the mean score of students on pre-test in utterance was 3.13. This was categorized as the poor category and after post-test was 6.3 become fair. The mean score on the pre-test, in conclusion, was 3, 53. This was categorized as very poor and after post-test were 6.8 become fairly good.  The use of authentic materials is one of a good technique in teaching listening Skill. The data indicates that this technique had succeeded to improve the students’ listening skill in terms of inferred meaning comprehension at the Second Year Students’ in SMP Negeri 4 Makassar. Keywords: authentic materials, listening, inferred meaning

scholarly journals Using English Movie with Delay and Non Delay Subtitle to Improve Listening Skill

LETS ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Muh. Ikhlasul Amal ◽  
Syahdan ◽  
Risal Pandi ◽  
Halid M ◽  
Arialdi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Native Speakers ◽  
English Teacher ◽  
Listening Skills ◽  
Listening Skill ◽  
Language Classroom ◽  
Post Test ◽  
The Subject ◽  
Teaching Learning

The aim of the study was  to  analyze  and  describe  the  process of  improving students’ listening skill for eleventh grade students of MAN 1 Majene, West Sulawesi Province through  watching English movies. The subject of this research is XI Agama 2 Class that consisted of 16 students. The method used in this study is Classroom Action Research (CAR) which the writer works  collaboratively with the English teacher. The results in this study indicate that there  was  improvement of the students’ skill listening. Most of the students gradually gained good scores at the end of the cycle. The data were collected from a questionnaire, observation note of performance, pre-test and post-test. The study was conducted with cycle model through the steps of planning, conducting, observation, and reflection. The results of this study show a significant relationship between students' learning by English movie with delay subtitle related to their listening skills as shown in their improvement of post- test and positive responses of students than  E nglish movie  with not delay. The questionnaire shows that more than 75% students felt easy to understand listening materials from native speakers. Consequently, it was suggested that teaching learning process using English movie with English subtitle is recommended  into  learning  process  to  improve students' listening skills in English language classroom. In conclusion, watching English movie can improve students listening skill.

scholarly journals Listening Skill Requires a Further Look into Second/Foreign Language Learning

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Hossein Bozorgian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Strongly Correlated ◽  
High Stakes ◽  
Reading And Writing ◽  
Listening Skill ◽  
Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

scholarly journals The effect of Bilingualism on EFL elementary learners’ listening comprehension: The case of Azeri- Turkish vs. Persian students

2020 ◽  
pp. 44-64
Author(s):  
Ali ARABMOFRAD ◽  
Majid SAEIDI ◽  
Mohammad MOTAMEDI
Keyword(s):  
High School ◽  
Language Learning ◽  
Elementary Students ◽  
Listening Comprehension ◽  
Proficiency Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Significant Difference ◽  
Multicultural Context ◽  
Quasi Experimental

Since the phenomenon of bilingualism is gradually increasing in the world, the theory-driven and practically oriented investigation on bilingualism have increased recently. However, a few studies have been conducted on the effect of bilingualism on language learning in the multilingual and multicultural context of Iran. Therefore, the main aim of the present study is to examine the effect of bilingualism on Iranian EFL learners' listening comprehension in the case of Azeri-Turkish vs. Persian students. The study employed a quasi-experimental design over 8 weeks with 44 female students assigned to one of the two experimental groups. To select bilingual and monolingual groups, a biographical questionnaire was used. Then, Nelson elementary proficiency test was administered to ensure the homogeneity of the students. To fulfill the purpose of the study, 15 bilingual (Azeri-Persian) elementary students in Fazilat high school in Ramian and 29 monolingual (Persian) elementary students in Sama high school in Azadshahr were selected to participate in the present study. Each group received 16 sessions of treatment in listening skill. Then, the two groups' performance was compared on pretest and posttest consisting of a multiple-choice and matching listening comprehension test. The results indicated that there was no significant difference between the bilingual and monolingual groups regarding their performance on listening comprehension, that is, bilingualism did not affect listening comprehension.

scholarly journals Challenges of the application of linguistic knowledge in the speech practice of the english language

2020 ◽  
Vol 18 (3) ◽  
pp. 189-193
Author(s):  
Z. Zhelyazkova
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Historical Period ◽  
Intensive English ◽  
Teacher Student ◽  
Classroom Processes ◽  
The Subject ◽  
Practical Implications

The article attempts to outline the main characteristics and topics of English language teaching in the most recent historical period in the development of Bulgaria. It envisages the last two decades when intensive English language learning has become a priority, both social and institutional. Taking into account the nature of the language learning, the focus of interest is on the students' attitude to the subject, as well as the main difficulties experienced in the teacher-student interaction. The analysis of the data shows a balance between the teacher's intention and the learner's interpretation, which influences the end result – the actual mastery of the foreign language. The conclusion emphasizes the responsibility of the teacher to judge correctly what the student's expectations are, the freedom of variation that the curriculum gives them, as well as the practical implications of classroom processes for preparing the students for the outside world.

scholarly journals UTILIZING YOUTUBE TO DEVELOP NURSING STUDENTS’ AUTONOMOUS LEARNING AND LISTENING COMPREHENSION: AN EXPERIMENTAL STUDY

2020 ◽  
Vol 7 (2) ◽  
pp. 1
Author(s):  
Michael Recard ◽  
Sandra Sembel ◽  
Shinta Hasibuan
Keyword(s):  
Experimental Study ◽  
Nursing Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
English Language ◽  
Industrial Revolution ◽  
Autonomous Learning ◽  
Control Group ◽  
Listening Skills ◽  
Comprehension Skills

<p>Industrial Revolution (IR) 4.0. is about dealing with digital-native students  and developing autonomous learning. One possible strategy to deal with these issues is using YouTube as a tool for English language learning. There have been some studies discussing the effectiveness of using it, yet we still have niches; for instance, deeper and wider contexts and respondents. Thus, this study aims to examine students’ autonomy over their learning and whether YouTube can develop the listening comprehension skills of nursing students in a Faculty of Nursing in Tangerang. To achieve the first aim, quantitative and qualitative studies were conducted, while for the second aim, an experimental study was used. The experimental study involved an experimental group consisting of 16 students and a control group consisting of 16 students. The result shows that the participants consider YouTube as a useful support to develop their autonomy in learning English and YouTube video has been successful to develop their listening skills.</p>

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