scholarly journals Assessing L2 listening at a Japanese university: Effects of input type and response format

2020 ◽  
Vol 3 (1) ◽  
pp. 13-35
Author(s):  
Kerry Pusey
Keyword(s):  
Response Format ◽  
Japanese University ◽  
Input Type ◽  
L2 Listening

Analyzing trends in the aural decoding errors of Japanese EFL learners

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Kriss Lange ◽  
Joshua Matthews
Keyword(s):  
Mixed Methods ◽  
Qualitative Data ◽  
Mixed Methods Study ◽  
First Year ◽  
Formulaic Language ◽  
Decoding Skills ◽  
Efl Learners ◽  
Japanese University ◽  
Syntactic Knowledge ◽  
L2 Listening

Abstract Japanese EFL learners’ difficulty with accurately decoding connected English speech motivated this mixed methods study. The aural decoding capacities of 63 first-year Japanese university students, with low to intermediate level English proficiency, were first measured with a battery of paused transcription tests (PTT). The transcriptions were clusters of three-words that each possessed attributes typical of co-articulated speech. In addition, after each test, a subgroup of 10 participants individually listened to the same PTT and recounted introspective self-observations of their perceived difficulties with the aural decoding tasks in their L1. These quantitative and qualitative data were used to identify four trends in decoding errors which were categorized as follows: limited collocation familiarity, syntactic knowledge constraints, difficulties utilizing co-text, and L1 phonological influence. This study investigates some of the difficulties associated with aural decoding, highlights the challenges of identifying the origins of decoding errors and suggests that more focus is needed on developing decoding skills as well as knowledge of formulaic language in L2 listening education.

scholarly journals The validation of an L2 English listening self-efficacy instrument using Rasch analysis

2020 ◽  
Vol 24 (2) ◽  
pp. 1-22
Author(s):  
Eric Shepherd Martin
Keyword(s):  
Language Proficiency ◽  
Self Efficacy ◽  
Rasch Analysis ◽  
English Language ◽  
English Language Proficiency ◽  
Japanese University ◽  
Second Year ◽  
L2 Listening ◽  
Development And Validation ◽  
Esl Learners

This paper details the development and validation of a listening self-efficacy instrument for EFL/ESL learners with beginner- to-intermediate-level English language proficiency. Self-efficacy, or the belief in one's ability to perform a task successfully, is believed to determine how likely individuals will be to cope with difficulties relating to the task domain (e.g., listening, speaking, reading, or writing), and to sustain their effort in spite of obstacles (Bandura, 1997). To date, few instruments have been developed to evaluate English L2 listening self-efficacy. The instrument presented here was distributed among a sample of first- and second-year Japanese university students (N = 121), and, unlike most previously developed questionnaires, was validated through the use of Rasch analysis. The results of the administration of the questionnaire showed that learners' responses differed predictably and considerably, thereby suggesting the utility of the instrument for future use by EFL/ESL practitioners.

Developing L2 Listening Fluency through Extended Listening-focused Activities in an Extensive Listening Programme

RELC Journal ◽  
2016 ◽  
Vol 47 (3) ◽  
pp. 349-362 ◽  
Author(s):  
Anna C-S Chang ◽  
Sonia Millett
Keyword(s):  
Effect Size ◽  
Control Group ◽  
Listening Test ◽  
Group 15 ◽  
Input Type ◽  
Simulated Test ◽  
Group 10 ◽  
Group 5 ◽  
Graded Readers ◽  
L2 Listening

This study investigates the effects on developing L2 listening fluency through doing extended listening-focused activities after reading and listening to audio graded readers. Seventy-six EFL university students read and listened to a total of 15 graded readers in a 15-week extensive listening programme. They were divided into three groups (Group 5, n = 30; Group 10, n = 20; Group 15, n =26) according to the number of post-listening-focused activities they completed. Another group who did not receive extensive listening served as the control group (Group 0, n =39). All participants were given a pre-test containing teacher-developed tests and a full-length simulated Test of English for International Communication (TOEIC) listening test. Similar tests were repeated at the end of the programme. The study addresses the effect size of improvement that students made from listening to audio graded readers and doing post-listening-focused activities, the degree to which students progressed on their TOEIC listening test, and the transferring effect from narrative-type input to conversational-type listening. Results show that the effect size was very small, medium, and very large on the listening improvement for Group 5, Group 10 and Group 15 respectively. On their post-TOEIC tests, Groups 5, 10 and 15 made approximately 2, 9 and 16 points out of 100 respectively. Finally, only Group 15 demonstrated some transfer effect from narrative to conversational input type of listening. This study also discussed the reasons low-level learners need to read many more texts to see more significant improvement.

Reflection on Learner-Led Study Abroad Events in a SAC from Three Perspectives: A Learner, an Administrative Staff Member, and an Advisor

Relay Journal ◽  
2020 ◽  
pp. 66-79
Author(s):  
Mizuki Shibata ◽  
Chihiro Hayashi ◽  
Yuri Imamura
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Support System ◽  
Staff Member ◽  
Administrative Staff ◽  
Multiple Reflections ◽  
Learning Space ◽  
Japanese University ◽  
Staff Members

This paper reports on a case study of learner-led study-abroad events in the language learning space at a Japanese University. We present multiple reflections on the events from different perspectives: the event organizer (student), an administrative staff member, and a learning advisor working at the center. We also introduce the support system that a group of administrative staff members and learning advisors are in charge of helping learners to hold their events. Moreover, throughout our reflections, several factors that made the learner-led study-abroad events sustainable and successful are demonstrated.

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