Accessing Multimedia Technology and Listening Skill: Are they correlated?

People's lives are affected by several aspects of Information, Communication, and Technology, and multimedia technology is one of them. Then, Junior-senior-higher students today are identified as generation Z; they are characterized by the first digital generation who love to access the internet. This paper presents the correlation between students' intensity of accessing multimedia technology products via the internet toward their listening skills. This study applies a quantitative method with a correlational design. The population is the first year's students of the English Education Study Program of UNRIKA which applies the total sampling technique. The research data were gathered from an online questionnaire and listening test. The data were analyzed with descriptive statistics- Pearson correlation employing SPSS to determine the correlation between; students' intensity of accessing multimedia technology (MT) products through the internet and listening skill. The result found that there is a moderate and negative correlation between the two variables (the Pearson correlation value is -0.252 > 0.05). There are some possible factors considered to the finding; it implies seeking further truth of the factors considered.

TEACHING LISTENING AMONG BANGLADESHI LEARNERS: A CASE STUDY ON TEACHERS’ EFFECTIVE FEEDBACK AND STUDENTS’ SITUATIONAL IMPRESSIONS

Listening centralizes upon the comprehension of messages coupled with pronunciations or sounds from speakers-be they are native or non-native and local or foreigner in the scopes of formal conversation, business talk and classroom lectures in the context of Bangladesh. Bangladeshi learners find listening as a complex and incomprehensible skill of four skills of English language. They often are not able to understand pronunciation patterns and accentual variations used in speeches or conversations. Listening requires systematic strategies in understanding audio or vocal track for which logistic support is highly essential. Managing technical support is at times difficult for teachers and administration because of financial constraints. This study will concentrate on how teachers ensure pedagogical supports and experimental aspects to help learners understand listening effectively with methodological study. This paper will deal with how learners overcome the stages of listening difficulties and comprehend different phonological aspects successfully. In addition, one of the prime concentrations of this paper is to identify impediments of teaching listening, teachers’ inefficiency in listening skill and students’ negligence in achieving mastery on listening.

The Correlation between Emotional Intelligence and Academic Listening Skills of Pre-Service Teachers

In the present study, emotional intelligence and academic listening skill levels of pre-service teachers and the correlations between these variables were determined. Furthermore, the emotional intelligence levels and academic listening competencies of pre-service teachers were also investigated based on the variables of gender, department, and the preference of the department of study. The study group included 361 freshmen pre-service teachers attending the Faculty of Education and the study was conducted with survey method, a quantitative research method. The study data were collected with the “Academic Listening Skill Competency Scale” and “Rotterdam Emotional Intelligence Scale”. In the study, the regression analysis was conducted to determine the causality between emotional intelligence scores and academic listening skill scores revealed significant findings. The study findings demonstrated that “Total Emotional Intelligence” scores of the students reflected above average emotional intelligence levels. It was determined that the academic listening skill competency scores of the pre-service teachers were above average in both scale sub-dimensions and the total scale score. The results of regression analysis showed that the causality between Total Emotional Intelligence and Total Academic Listening Skills was significant.

The Effectiveness of Educational Environment Based on Smart Learning in Developing English Language Listening Skill among IUG Female Learners

This study aimed to investigate the effectiveness of educational environment based on smart learning in developing English Language listening skill among IUG female learners. To achieve this aim, the researcher adopted the experimental approach. The study was applied on a representative sample of (30) female students of journalism and media second-level at the Islamic University of Gaza, and that is in the second semester of the academic year (2020-2021). In order to collect data, the researcher used one main tool, a pre- and post-listening test, and then he verified the validity and reliability of the test. The findings of the study revealed that There were significant statistically difference at level (0.05) between the average scores of female students in journalism and media at the Islamic University in the pre and post applications to test skill of listening in English language and in favor of the post application. Based upon the previous findings, the study recommended the necessity of implementing smart learning in teaching and learning English listening skill to bring about better outcomes in female students' achievement. Also, the researcher suggested that further research should be conducted concerning the effectiveness of educational environment based on smart learning in teaching different English language skills.

Shadowing Procedures in Teaching and Their Future

Shadowing has become popular in the Japanese EFL teaching context over the past two decades. Accumulated research data indicates that shadowing is effective for listening skill development and teaching pronunciation. This article first summarizes how to use shadowing to teach listening through an example of a lesson procedure based on previous research. Subsequently, it proposes a procedure for teaching pronunciation. Finally, it proposes research areas that can be explored for the development of shadowing as a teaching technique. シャドーイングは最近の二十年間、日本の英語教育において、広く認識されるようになった。これまでの研究によると、シャドーイングはリスニング力の向上および発音指導への可能性も提唱されている。本稿では、初めに過去の研究に基づいたリスニング指導法としてのシャドーイング活用法を、１つの授業を例として概観する。その後、発音指導の手順も提唱する。最後に、指導法として、シャドーイングの今後の発展に寄与するであろう研究分野についても議論を深める。

Utilizing Technology in Arabic Teaching: Implementation of Media “Learning Aljazeera.Net” on Listening Skill Teaching at University of Darussalam Gontor

This research aimed to get a clear picture of the application of these media in the learning process of Arabic teaching, especially Maharah Istima’ at the University of Darussalam Gontor. Learning Arabic for non-native speakers requires more variety and innovation, including in the selection of teaching materials, learning methods, and learning media. This is because learning Arabic in Indonesia is an on-going process in search for the ideal form of learning. Researchers used descriptive qualitative research methods with participatory observation data retrieval methods and documents. The researchers used Miles and Huberman’s technique applied resting upon the stages of data collection, data reduction, data presentation, and drawing conclusions. The results of the study indicated that the implementation of learning.aljazeera.net media in listening session rested upon 3 main stages. They were 1) pre-listening which contained vocabulary delivery, 2) the listening process which used videos from the learning.aljazeera.net website which were repeated at least 4 times, and then 3) the post-listening stage, covering the evaluation of listening activities from the simplest form to the most complex form of evaluation. The learning process of listening using the learning.aljazeera.net was a type of intensive, creative, concentrative, and explorative listening activity.

Vietnamese University EFL Teachers’ Reported and Classroom Practices in Teaching Listening

This study explored Vietnamese university EFL teachers’ perceptions of the importance of listening skill and their reported and classroom practice in listening instruction. The exploration of the teachers’ teaching practice was centered among three aspects including listening subject matter contents, listening lesson design, and the activities they employed for listening lessons. Six lecturers who taught listening skill to English-majored undergraduates at a university in Vietnam participated in the study. Data were collected via semi-structured interviews and classroom observations. Findings from the study showed that the teachers had an intense awareness of listening skill as a crucial input source for language learning whereas the position of listening as a macro-language skill seemed to be downplayed. In both reported and classroom practices, vocabulary, topical knowledge, and listening strategies were found to occupy a central position as teaching content. In designing lessons, the teachers appeared to align more with the “comprehension” or “product-oriented” approach which further bears a resemblance to the presentation, practice, and production (PPP) model with some updated features. The teachers were also found to share a common group of instructional activities in each of the three lesson stages. These findings provide important bases for future endeavors to further improve the effectiveness in teaching and learning the listening skill at the tertiary level.

Students' Perception of Utilizing Podcasts to Learn English Listening Skill

In this day of advanced technology, learning English can be done anywhere, not just through books, but also through the internet. Podcasts can assist in learning listening English during this pandemic since they can be listened to anywhere and at any time, and podcasts are also an enjoyable media. The purpose of this study is to find out what students think about using podcasts to learn English. The research sample was made up of ten people between the ages of 18 until 21, who filled out an online questionnaire. Podcasts are a flexible medium for learning English, according to one study. As a result of this research, it can be concluded that podcasts have become an interesting way to practice English listening skills.

WASHBACK EFFECT OF YEMENI GENERAL SECONDARY SCHOOL CERTIFICATE ENGLISH EXAMINATION ON TEACHERS' TEACHING PRACTICES AND CLASSROOM TESTING

The new trends in language testing towards the effect of testing in language learning and teaching helped in emerging a new concept ''washback'' or ''backwash'' to reflect the vital role that tests play, positively or negatively, in language learning and teaching. This study aims to investigate the washback effect of Yemeni General Secondary School Certificate English Examination (YGSSCEE) on teachers' teaching practices and classroom testing. The research methodology was quantitative approach design. Interview was used as a research instrument. The population of this study was 21 of English language teachers at Yemeni secondary schools namely: Aden, Abyan and Lahj. The study used purposive sampling method. The findings of the study revealed that teachers' teaching practices and classroom testing were, negatively, influenced by YGSSCEE. Most of the teachers used grammar translation method instead of implementation of communicative language teaching that was emphasized by Crescent English Course 6 for Yemen (CEC6Ym). Most of the teachers adapted the classroom tests from the past YGSSCEE papers. Reading, writing and grammar were given more emphasis; while listening skill was totally skipped in language teaching and testing. Most of the teachers considered the YGSSCEE as a role model in language teaching and testing in classrooms.

A Study on Improving Listening Comprehension for Students at Ho Chi Minh University of Food Industry

The purpose of the research is to particularly investigate the effectiveness and the views of students at Ho Chi Minh University of Food Industry about improving their listening comprehension skill through English songs. The reason of choosing this topic for all intents and purposes is based on difficult issues in listening skill. There mostly is no dying that listening plays an important role for students, and they are considering listening important and difficult. The target of research was the students at Ho Chi Minh University of Food. A questionnaire was distributed to students participating in the survey in order to answer the research question, which particularly is quite significant. Based on the research findings, the students generally agree to the help of the songs during the learning process. This can be seen in participants’ responses. The students believe that every aspect of the songs could be used to help them develop sort of better listening skill. In another word, listening English songs particularly has the benefit to improve listening comprehension skill.