Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

Students’ Perceptions of Video-based Tasks in the “American English File” Series: a Survey at People’s Security University

This study was a survey design conducted with the aim of exploring non-English major students' perceptions of video-based tasks in listening classes. The data were collected both quantitatively and qualitatively through two main research tools, namely Likert-scale questionnaires and semi-structured focus group interviews respectively. First, quantitative data was collected through the questionnaires delivered to 86 non-English major students with the use of Google forms to investigate how they perceive video-based tasks in the AEF series in terms of three components, namely Goals, Input, and Procedures. Then, qualitative data, which was gathered from two focus groups of student volunteers, was used to confirm and supplement the findings from the first tool. It was then discovered that the student participants' responses to the video-based tasks in American English File (AEF) series are generally positive. Moreover, students can improve their listening ability, have more motivation in listening lessons as well as better acquire real-life input from the videos.

THE DEVELOPMENT OF LISTENING MATERIALS FOR STUDENTS OF INDONESIA LITERATURE EDUCATION IN UNIPA SURABAYA

This research was conducted based on the findings of college students. A phenomenon that is often found in students is that students still have low listening ability. This happened to students of the 2020 UNIPA Indonesian Language Education Study Program (PBI). The low value of listening ability in students was due to the lack of teaching materials for listening courses. To reduce or minimize the occurrence of language errors, lecturers use the Four-D Model or the 4D Model. Through the Four-D Model or the 4D Model, this study develops a product, namely the "Listening Research Procedure" module, using 4D steps, namely define, design, development, and dissemination. To analyze the data, this study used descriptive qualitative and quantitative. Based on data analysis, the process of making the Listening module is in accordance with the Thiagarajan development procedure known as Four-D Models (4D Model). The quality of the Listening module is viewed from the aspect of content feasibility, language eligibility, obtaining validation validation with good criteria. The results of the tests conducted by students showed that they had progressed, the average score of the students had complete information.

Listening and being listened to as affection exchange in marital discussions about the #MeToo movement

Marriage offers a context where individuals may have to discuss difficult topics. Discussing such topics, especially when there is a chance of disagreement, may lead to differences in the ability for spouses to listen to one another. In this study, we surveyed 746 individuals in heterosexual marriages to understand their listening in conversations about the #MeToo movement. Our findings indicate that being a good trait listener does not help one’s situational listening ability. We also see evidence that perceiving disagreement from one’s spouse and perceiving the spouse’s ability to listen are more likely to predict one’s own situational listening. Marital quality significantly moderates these associations as well. We consider these findings in light of affection exchange theory, suggesting listening may be a form of affection exchange in marriage.

Are Prospective Counsellors Able to Listen Emphatically? (A Study among Counselling University Students in Indonesia)

Listening ability determines the success of counseling sessions. Counselors must be able to listen to the various problems presented by their participants wholeheartedly. This research aims to illustrate the ability of emphatic listening among counseling students in Indonesia. This descriptive quantitative study involved 318 participants (88.7% women) aged 18-23 years (M= 19.24, SD=1.108) voluntarily selected through convenience sampling. The emphatic listening skills were measured using The Active-Emphatic Listening Scale by Bodie (2011) using Google Form. Based on statistical analysis, it was found that empathic listening to counseling students was classified as high. The study also argues that there are differences in empathy learning skills based on the environment in which they live. At the same time, differences in sex, age, and study year did not determine differences in listening empathetically. This study confirmed that the environment in which a person grows up has implications for empathy.

Student Insights Related to the Use of Simultaneous Speech Translation for Video Lectures in a University English Course

For native English-speaking teachers, the ability to overcome communication issues caused by not having the same first language as their pupils is a challenge, especially with low-level students. The increased use of video lectures due to COVD-19 has made this even more difficult. This study was conducted to investigate whether the use of Artificial Intelligence-powered interlingual Simultaneous Speech Translation subtitled video lectures could be a practical solution to overcome this challenge. To that end, 14 participants from a first-semester prerequisite General English course took part in this study. A semi-structured interview was combined with surveys and descriptive statistics, and data was analyzed through qualitative means of thematic, descriptive, and inductive procedures that relied on simultaneous analysis and category construction. Key findings were as follows: First, respondents found the subtitled videos to be highly satisfactory and fairly accurate. Second, respondents reported greater content understanding as the main advance and less emphasis on improving listening ability as the primary disadvantage. Third, the use of English instead of Korean subtitles or subtitling only certain sections of the video in Korean were the main suggestions for the future. Specific responses from the student interviews and future implications are discussed.

YOUTUBE AS A MEDIA FOR STUDENTS’ COMPREHENSIVE LISTENING ABILITY AT JUNIOR HIGH SCHOOLS IN BEKASI

Learning in the listening aspect is still difficult for middle and upper level students. This is a consequence of weak vocabulary, structure, and speaking skills. Comprehensive listening skills are often complained by some students. It needs improvement and learning innovation in the current century. This study aimed to determine whether there was an increase in learning outcomes after utilizing youtube as a learning media, how big the impact was and how the learning process using you tube media was. This study used an experimental method of pretest and posttest only. Respondents were 35 students of SMP Alikhlas class VI Bekasi. The data were taken from the test before and after being given treatment using YouTube media. The data were processed with SPSS 20 and then tested for normality and homogeneity first, then processed using a paired sample test. The results showed that there was an increase of 12.2941. The use of youtube improved listening skills. Utilizing Youtube included looking for material/information, watching and listening to material, analyzing and distributing material to students and teachers. The recommendation was that teachers could try to provide the widest possible time and space for students to improve their abilities independently, including using YouTube in learning. Consistent evaluation and supervision is the key to the success of learning using youtube media.

On College Students’ Listening Anxiety and Listening Strategy

Research on college students’ listening anxiety and listening strategy has become a hot issue and attracts much concern of scholars and experts in the second language acquisition. Some researches prove that listening anxiety is universal and pervasive in the language learning process and listening strategy plays a crucial role in lowering or reducing college students’ listening anxiety and improving their listening ability. In order to study college students’ listening anxiety, listening strategy and the correlation between college students’ listening anxiety and listening strategy, an empirical study is carried out on the 2020th English majors. This study combines quantitative method and qualitative method and adopts “Questionnaire about English listening strategy” and “Questionnaire about English listening anxiety”. The study reveals that: firstly, among the listening strategy, meta-cognitive strategy is the most frequent strategy that college students use; cognitive strategy is more frequent than social or affective strategy used by college students; social or affective strategy is the least frequent strategy that college students use. Secondly, although college students suffer from universal listening anxiety, the level of listening anxiety is low. Thirdly, the correlation between college students’ listening anxiety and listening strategy is not significant. It also means that listening anxiety is not related to social or affective strategy, related to meta-cognitive strategy. This study aims to help Chinese college educators and students to realize the effect of listening anxiety and the appropriate use of listening strategy.

Factors Contributing to Students’ Habit in Learning English

This research aimed at finding out Factors Contributing to Students’ Habit in Learning English. The research was descriptive qualitative research. The subject of the study consisted of 25 students taken from five classes at the fifth semester students of FMBM. The instrument that was in the form of questionnaire. The result was analyzed by using Mile and Huberman (1994) theory (data reduction, data display, conclusion drawing and verification). The result found that there were five factors contributing to students’ habit in learning English especially speaking skill at the fifth semester students of FMBM, they were; Performance Conditions, Affective Factors, Listening Ability, Topical Knowledge, and Feedback during Speaking Activities. And the more dominant factor among those factors were; Performance Conditions (20)/90%, Affective Factors (18)/85%, Topical Knowledge (15)/75%, Listening Ability (10)/35%, and Feedback during Speaking Activities (5)/10%.