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Listening is a language skill that is acquired in childhood but can be improved throughout the educational process. It is of great importance in both educational and everyday life. The objective of this study is to identify the importance given to listening training by students, assess their listening skills, and determine what can be done to improve their listening skills to top levels. The study group consists of 50 Turkish language teachers from various primary and secondary schools in Turkey and Northern Cyprus. A 9-question interview form was used to collect data. The data obtained were analyzed using content analysis, frequencies, and percentages. Based on the results, most Turkish language teachers revealed that their students do not listen sufficiently to their teachers, and the reasons for this could be related to the school, teachers, curriculum, or the students themselves. Additionally, the teachers stated that it is essential to emphasize the importance of listening to students in the first place, and it could be beneficial to increase the number of listening activities in the course books and assess and evaluate listening skills more frequently. [ABSTRACT FROM AUTHOR]

This study made use of a survey questionnaire to find out the relationship between the listening skills and academic performance of entrepreneurial students. The respondents were 80 students who were officially enrolled in school year 2022-2023 in Davao de Oro State College. Using the questionnaire on the listening skills adapted from HURIER Listening tool and Pearson r correlation coefficient as the statistical tool, it was found out that students' listening skills was rated in the outstanding level and the academic performance of the students were categorized as satisfactory level. The results also showed that there was no significant relationship between the academic performance and listening skills in receiving, understanding, remembering, evaluating and responding. There was no significant correlation found in this study, so more research is needed to ascertain whether additional elements may have an impact on students' listening abilities in general and academic performance in particular. [ABSTRACT FROM AUTHOR]

The purpose of this research, through multimedia supported listening texts to provide improve students listening skills. The research is based on quantitive method. The study group of the research was composed of two sixth grade classes in a secondary school affiliated to the Ministry of National Education (MoNE) in Istanbul. Research; according to the quasi-experimental design, a control group and an experimental group were arranged. Before the application, all sixth grade students in the school were applied Listening Comprehension Test (LCT) and Listening Attitudes Scale (LAS) and the obtained data were entered into SPSS and two groups which were statistically close to each other was selected as experimental group and the other was selected as control group. In the experimental group, the courses were taught using the multimedia supported listening texts developed by the researcher, while in the control group, the texts were taught with the existing texts without making any changes. Listening/comprehension questions related to the texts in the workbook were transferred to the worksheets and replied after the texts were listened. In addition, recall questions about the texts were asked to measure the students' short and long-term recall levels. At the end of the application, the answers of the students to these questions were analyzed statistically and it was examined whether there was a significant difference between the experimental group and the control group, and the experimental group showed a significant difference. LCT and LAS were applied again, as posttest and a significant difference was concluded in favor of the experimental group. These significant differences in favor of the experimental group were discussed with the results of similar studies in the relevant literature. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the impact of digital educational games on secondary school students' attitudes towards elective English lessons, as well as the influence of digital educational games on the development of EFL listening skills and vocabulary learning. The study group included 40 students in two classes of 6th grade elective English course from a secondary school in Samsun province of Türkiye during the academic year 2022-2023. A quasi-experimental model with a pretest-posttest control group was used in the study. A total of six weeks, namely two hours of instruction each week, made up the trial period. Digital instructional games meeting certain criteria set by the study were used to teach the experimental group. In the control group, no digital educational games were employed, and the same teaching strategies as before the experiment were used. An academic achievement exam covering vocabulary and listening and the "Middle School English Course attitude scale" were utilized as data gathering tools. The study revealed that digital educational games had a favourable impact on secondary school students' views about the elective English class. Additionally, it was noted that the pupils in the experimental group improved their vocabulary and listening skills more than those in the control group. In conclusion, considering the positive outcomes of using digital educational games in both foreign languages and other disciplines, we can say that their integration into education will have positive effects on academic achievement and may positively affect students' attitudes towards that course by providing them with a fun learning environment. This makes the case for the potential use of digital educational games as a tool for learning-reinforcing activities in elective English and other elective classes. [ABSTRACT FROM AUTHOR]

This study aims to describe English listening materials taught by teachers in EFL class and the compatibility between available English listening materials teachers use and curriculum. It is due to teaching listening requires the use of media such as video, compact disk, and computer. The use of those media demands teachers’ competence in operating them. This study uses descriptive qualitative method. The subject of the research is thirteen English teachers. Research data was collected by using documentation and interview. The data was analyzed by using qualitative procedure which includes transcription, coding, categorizing, and conluding. The findings showed that English listening materials in EFL classroom are categorized into three. They are media, content, and exercise. English listening materials are in line to English curriculum. Teachers use materials and methods that are suitable to learning outcome of English listening skills.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this research, it is aimed to determine the music listening habits of the students studying at Bursa Uludag University Music Education Department, to evaluate the effects of listening to music on theoretical and instrument lessons, and to offer suggestions that will improve these habits and make them more conscious and effective. The case study method, which is one of the qualitative research methods, was used in the study. In order to obtain the data, a semi-structured interview form with 20 questions was developed by the researchers. The study group of the research consists of twenty students, ten women and ten men, studying at Bursa Uludağ University Music Teaching Department. The results obtained from the study were analyzed using the descriptive analysis method and 5 themes, 15 sub-themes and 67 codes were reached. As a result of the findings to be obtained from this study, it is aimed to determine whether the music listening habits of music teacher candidates are sufficient and conscious, to offer activities and methods that will gain these habits, and thus to shed light on the training of more cultured and well-equipped music teachers. [ABSTRACT FROM AUTHOR]

Traditional methods of assessing listening skills in language learners suffer from drawbacks such as subjectivity, inconsistency, and time-intensive grading processes. To overcome these limitations, we introduce an innovative assessment instrument designed to efficiently and effectively evaluate students' listening skills while offering instructors a dependable means to track progress. This study proposes the development of an online assessment instrument tailored to measure language learners' comprehension of spoken language. The two instruments incorporate a questionnaire and a variety of question formats, each gauging students' grasp of spoken discourse across diverse contexts and accents. Additionally, the online assessment assesses their proficiency in identifying main ideas, supporting details, and inferred implications within spoken communication. Accessible through a dedicated learning management system (LMS) platform available at http://lms.elsida.ac.id/, this instrument empowers instructors with a robust mechanism to gauge their students' advancement. By providing a thorough assessment of listening skills, the instrument stands as a powerful resource for educators seeking to drive ongoing improvement. The study's findings highlight how this assessment instrument can improve language learning through ongoing feedback. Through ongoing enhancements and testing in language learning contexts, the instrument contributes to a more effective evaluation of listening skills in language education. [ABSTRACT FROM AUTHOR]

Listening is one of the basic language skills and the most used skill in communication. Just as most human relations are based on listening, one of the main ways to obtain information, learn and understand is listening. Listening skill; Although it is as important as speaking, reading and writing skills, listening skill training is given less importance because it occurs spontaneously and does not require any other effort. In fact, without giving due importance to listening skills, development in other language skill areas cannot be expected. The way for children to correctly perceive the world and the environment they live in is through listening skills, and since babies begin to hear sounds from the seventh month of pregnancy, listening skills need to be developed from an early age. The role of family and education is important in developing listening skills. [ABSTRACT FROM AUTHOR]

The success of learning must be connected to the role of the media, especially in language learning that requires interactive media so that students can actively participate in the learning process. The purpose of the interactive media development research assisted by Lectora Inspire and Plotagon Story is to support the learning of listening skill and speaking skills for grade V students of MI Rahmat Sa'id Jombang. The subjects of this study were 22 students of VA MI Rahmat Sa'id. This research is a Research and Development (RnD) research using the Borg and Gall model, which is modified into six stages. The result of the development of this media is in the form of an android application that contains learning materials for listening skills and speaking skills by taking material about al-mihnah (profession). The results showed that this interactive media is very suitable for use when learning, as evidenced by the average value of expert tests of 81% and user tests of 92.4%, categorized as "Very Good" media. This shows that students are interested in using this interactive media as a supporting medium for listening and speaking skills during learning.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The effect of COVID-19 outbreak to education is in form of a shift of instructional practices from classroom-based instructions to online technology-based practices. To respond to the needs of technology-based instructional activities, this study developed interactive multimedia utilizing online technology-based platforms featuring Moodle and Thinglink to enhance students' comprehension in listening. This is a Research and Development involving fifty-three students of English literature study program in a state university in North Sumatera as object of the study. This study applies the ADDIE model to develop interactive multimedia learning. Purposive sampling was used to collect the samples for analysis. Tests, questionnaires, and interviews were designed and employed to collect the data. Material and media experts carried out the validation of the product. The paired samples t-test and independent samples t-test were utilized for data analysis. The outcomes are interactive multimedia using Moodle and ThingLink, complete with its tutorials, practices, and tests to boost the students' listening comprehension. Interactive multimedia featuring Moodle and ThingLink was deemed practical to use and effectively increased the students' listening comprehension according to the results of the material and media experts' validation and student response questionnaires.

Audiobooks have received attention as learning media, and have been studied for language-learning benefits. However, Storynory audiobooks’ effects on listening skills are poorly studied. Understanding its effect can help educators and policymakers create effective instructional approaches. So, the objective of this study was to assess the potential impact of ‘Storynory’ audiobooks on the listening abilities. This study was carried out at SMA Kartini Batam on the odd semester of 2022/2023 academic year, employing a quantitative with quasi-experimental design. This study used two tests in collecting the data, namely a pre-test and a post-test. The study’s control group was comprised of 27 students, whereas the experimental group was composed of 19 students. The process of analyzing the data entailed the use of the Shapiro-Wilk technique to examine normality, the Levene Statistics test to evaluate homogeneity, and the t-test formula for the purpose of hypothesis testing. Based on the hypothesis testing, it was found that the t-value was 5.006, which exceeded the critical t-value of 2.101 (5.006 > 2.101). Therefore, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. The findings indicate a moderate and statistically significant impact of Storynory implementation on the auditory aptitude of tenth-grade students at SMA Kartini Batam. This study provides evidence-based for teachers to improve listening instruction using Storynory Audiobook. Since this study was only carried out on a limited population, it is recommended that further researchers expand the population to provide a broader understanding of its effectiveness and generalization.

A plethora of studies in Indonesia have investigated the research of the use of technology on students’ listening skills but research about the use of English word affirmation podcasts in improving students' listening skills based on student perception is still limited. This study aimed to investigate students' views on the effect of listening to “English words of affirmation” on their listening skills. This research employed a qualitative case study methodology. By using a closed-ended questionnaire and a semi-structured interview, 24 English students from one of North Sumatera's state universities were recruited to fulfill the demographic survey. The participants were selected by using purposive sampling, as the researchers selected only those who frequently listened to “English word affirmation” in their daily lives to enhance their English proficiency, particularly their listening skills. The questionnaire was disseminated through a Google Form to collect the demographic survey of students who were familiar with listening to the “English word affirmation podcast”. The interview was then conducted via the Zoom application to delve deeper into students' perceptions of the positive influence of listening to the “English word affirmation podcast” on improving their listening skills. This study discovered that listening to the “English word of affirmation” podcast could improve students' listening skills. This study suggested that educators and students could use English word affirmation podcasts as a reference in the English learning process, particularly for listening skills.

Although an increasing number of studies have focused on the use of mobile-assisted language learning (MALL) for English as a foreign language (EFL) learners’ listening skill development, there is a lack of comprehensive meta-analysis regarding the effect sizes of these studies. To fill the gap, 20 selected experimental studies involving 1218 participants were included for a meta-analysis based on the proposed inclusion and exclusion criteria. Results showed that the overall effect size was moderate-to-large, g = 0.792, 95% CI [0.536, 1.047], suggesting that MALL for EFL learners’ listening skill development is more effective than traditional methods. Regarding moderators for the overall effect, different moderator effects of educational levels, software types, control conditions, intervention settings, measured outcome types and intervention durations were reported. Specifically, educational levels were found to be a significant moderator, while software types, control conditions, intervention settings, measured outcome types and intervention durations were not the significant moderators. The implications for practice were discussed as well.

This research shows that there are several problems experienced by junior high school students in learning listening skills. This research aims to find out the development of listening teaching model using lingoclip in increasing listening skill.The researcher tried to reveal the problems that occur in the ability of junior high school students.Type of research was a class action research descriptive quantitative. Based on the results of the pre-test, the pre-test mean score was 56,94 and the mean score in the post-test was 80,47. It can be seen that the students' skill in listening by using AIR Learning model was increased. From these calculations, it can be inferred that there was a difference of students' scores before and after receiving the treatment. The development from the research is when using the AIR Learning model, the results obtained increased by approx. 48%. Based on the data analysis, the researcher found that AIR Learning can improve students’ skill in listening. As the result from the pre-test and post-test mean scores which were given. The improvement of mean score was 56,94 to 80,47. It means that there was a significant difference of achievement between the students who were taught by AIR Learning model and the students who were taught without AIR Learning model.The data also showed that students felt that AIR Learning model could help them in listening. Most of them also responded that they attempt to use AIR Learning model in their daily listening.

Copyright of Erzincan University Journal of Education Faculty / Erzincan Üniversitesi Egitim Fakültesi Dergisi is the property of Erzincan University Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to explore the best implementation of Extensive Listening in improving students’ listening skill at grade eleven of SMK PGRI 3 Badung. The subject of this research is XI MM 2 class that consisted of 31 students. This Classroom Action Research (CAR) cyclic procedure consist of four stages, namely: planning, action, observation, and reflection. Observation and interview was done focusing on how the students respond to the implementation of the extensive listening method, while the test was administered in the end of class to check whether the applied method is effective. The result showed that the best implementation of Extensive Listening was found in the second cycle where drilling vocabulary was applied during pre-listening, practice and adaptation of speech rate were applied in whilst-listening, and exercises were emphasized in post-listening. This syntax was proven to successfully help the students to achieve the learning goal where 96,77% passed the minimum mastery criteria or KKM (75) with the class mean score of 89,67. Besides, students stated that they liked the teaching method and were more motivated in learning listening. Students confirmed that vocabulary and pronunciation drilling was considered effective and influential for their ability in doing the listening test. So, It could be concluded that: 1) drilling vocabulary should be implemented prior to the Extensive Listening main activities to ensure that the students have sufficient vocabulary, 2) teacher should justify the speech rate of the listening material during the Extensive Listening main activities to suit the students’ ability [ABSTRACT FROM AUTHOR]

Background and Purpose: One of the difficulties that emerged during online learning was the teaching and learning of listening skills which prompted the development of an online platform, Computer-based Language Test (CBLT), to assist educators conduct listening practices and assessment with students without experiencing geographical limitations. As this is a novel platform, this paper intends to examine students' perceptions of listening skills and online learning after utilising this platform using the developed CBLT-Listening Questionnaire. Methodology: This cross-sectional quantitative study employed questionnaires to collect data from diploma students. Two-stage sampling was utilised whereby the first stage used stratified random sampling in selecting classes from twenty-three (23) branches of the university. Simple random sampling was practised in the second stage which yielded 410 responses. The data were subjected to descriptive and exploratory factor analyses (EFA) in SPSS. Findings: Descriptive analysis revealed that the respondents find listening a difficult skill to acquire yet view CBLT an excellent initiative for online distance learning. EFA revealed that the items in the Listening construct were significant and to be retained. However, the EFA results reported that one item from the Online Distance Learning construct needs to be deleted from the questionnaire. Contributions: The validated CBLT-S Listening Questionnaire serves as an instrument to investigate the impact of a novel online platform (CBLT) on students' perceptions on listening and online learning. The results from this study evidenced that online platforms that incorporate practices and assessment are viewed positively by students for pedagogy in language teaching. [ABSTRACT FROM AUTHOR]

Copyright of Diyalog Interkulturelle Zeitschrift für Germanistik is the property of Diyalog Interkulturelle Zeitschrift fur Germanistik and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The educational concept of translanguaging has garnered significant attention over the past decade. Its significance in fostering language acquisition in the English as a Foreign Language (EFL) classroom has been increasingly acknowledged. However, there is an emerging necessity to strategically implement this pedagogical approach to enhance learning outcomes and improve overall effectiveness. Purpose: The present study sets out to investigate the influence of translanguaging during metacognitive strategy use and its impact on second language (L2) listening and writing abilities. Method: The present study employed sequential mixed-method research involving a pre- and post-test design. A total of 16 college students was purposively selected as samples and underwent 11 sessions of applying translanguaging during metacognitive strategy use (the intervention used). Results: Study results reveal a significant difference on participants’ pre- (x̄=9.19) and post- (x̄=15.56) listening comprehension tests. An increasing trend of improvement on their quizzes in terms of writing components namely: grammar and structure, content, lexical resource, logical order, and supporting details was also found. In addition, the components on “grammar and structure” and “supporting details” have improved considerably. The participants, likewise, perceived translanguaging as a normal and not a disrespectful practice for them as EFL learners. Qualitative findings revealed that participants have welcomed the use of the intervention as it aids them to process their listening comprehension and writing skills in L2. Conclusion: The pedagogical application of translanguaging approach during metacognitive strategy use is concluded as an agentive and facilitative pedagogical strategy that helps learners to not only improve their listening comprehension and writing skills but also promotes deeper cognitive fluency, improves L2 learning, and fosters them to become more involved in the learning processes of metacognitive planning, monitoring, and evaluating.

Foreign Language learning is a complex process that requires considerable effort from both teachers and learners, particularly in developing effective listening skills in foreign language classrooms. Among the various approaches, Extensive Listening (EL) has emerged as a promising pedagogical method for enhancing language acquisition. This research investigates the utilization of Extensive Listening (EL) as a pedagogical approach for teaching Arabic listening skills, focusing on its efficacy in facilitating vocabulary and grammar acquisition, as well as exploring students' perceptions regarding the benefits of language learning through EL. Language teachers often face challenges in cultivating listening skills among foreign language learners due to its inherent difficulty. The study employed observation, documentation, and focus group discussions as data collection methods, while data analysis involved several stages: data description, data reduction, and drawing conclusions. The findings reveal that EL was effectively integrated into the Arabic listening course, aligning with the course objectives and learning materials. Students actively engaged in grammar analysis through audiobooks and demonstrated a positive attitude towards EL, acknowledging its role in enhancing their vocabulary, pronunciation, and grammar knowledge.

Playing, which is one of the most important emotional needs of children, is also used as an effective teaching technique by numerous educators. Educative games played with students in classroom environments with certain objectives have a critical role in reinforcing the previous knowledge of children and improving their mental skills. In addition, it is believed that when properly planned and applied, play-based learning settings and games increase learning motivation of children and reduce their school-related stress and anxiety. The purpose of this study is to reveal the effectiveness of play-based learning settings and educational games played in these settings on the sustainability of children's reading, writing, listening, and speaking habits. For this purpose, the themes of responsibility, tolerance, self-confidence, frugality, honesty, patriotism, and empathy were determined. Before the play-based learning environment was created, preliminary information was obtained about 20 students selected for the study through a questionnaire prepared in consultation with field experts. Subsequently, play-based learning environments were created by choosing bomb, creative drama, story cubes, puppets, two truths one lie, drama, and empathy games related to the themes in question. The themes and texts were given to 10 students through games for a total of 7 weeks, 1 week for each theme. In addition, the same themes were given to the remaining 10 students through traditional education. In the eighth week, the level of understanding of each student as regards the relevant theme was revealed through the questionnaire prepared based on the opinions of the experts. It was observed that the anxiety of the students in the classroom environment decreased considerably during seven weeks with the help of the play-based learning settings. In addition, it was determined that these students were more eager to read, write, listen to, and speak texts than the students who received traditional education, and that they comprehended the themes more easily. It can be said that educational games can be used as an effective method to increase the children's interest in lessons and school, diversify their learning experiences, improve their performance and motivation, and enhance the sustainability of education. [ABSTRACT FROM AUTHOR]

The objective of this research was to find out whether the use of Taylor Swift's songs can improve the Vocabulary Mastery and Listening Skill of seventh grade students at SMP Swasta Methodist-2 Medan ability using Taylor Swift's songs and to know which skills improved more significantly. The method used here is Classroom Action Research (CAR). The data was obtained through quantitative method using tests and qualitative method using observation sheets and interview. The research subject were 29 students from class 7B of SMP Swasta Methodist-2 year 2022/23. From the research findings, it was concluded that Taylor Swift's songs improved students' Vocabulary Mastery and Listening Skill. This is concluded from the results of the scores students achieved from Pre-Test to Post-Test. The Mean of the Vocabulary Pre-Test was 31.93 with 10.34% of the students passed the KKM. Then in the Cycle-1, The Mean was 72.31 with 62.07 of the students passing the KKM. Finally in Cycle-2, The Mean was 87.07 with 96.55% of the students passing the KKM. In Listening Skill, the Mean of the Pre-Test was 55.03 with 37.93% of the students passed the KKM. Then in the Cycle-1, The Mean was 91.34 with 96.55% of the students passing the KKM. Finally in Cycle-2, The Mean was 97.79 with 96.55% of the students passing the KKM. Based on the data, it can be concluded that the students' Listening skill improved more significantly than Vocabulary Mastery. Based on the data, it can be concluded that the students' Listening skill improved more significantly than Vocabulary Mastery. [ABSTRACT FROM AUTHOR]

Teaching English to secondary students needs to be considered in order to formulate their learning levels and their needs. This is crucial in order for the learning process to be successful. However, as teaching English should be integrated into other language skills, the use of media which is mostly helpful for particular skills sometimes can be time consuming, and not all teachers are able to prepare and use it in their classes. Thus, a teacher has no time to practice one of the skills sufficiently using particular media to support the learning process. Listening skills for instance, technology in which nowadays has been developed to facilitate students to improve their listening skills is better to be used by English teachers in order to find suitable listening sources. Thus, a research question of how is the significance of BBC Learning English to be used in teaching listening skills in secondary students was tried to be endeavored. Hence, a quantitative method was used in this research. It was found that BBC learning English is significant to be used in English classes of secondary school. Moreover, the questionnaire that students filled out showed that their motivation and enthusiasm revealed a positive response. [ABSTRACT FROM AUTHOR]

The development of the second language (L2) listening skill is critical to develop other language skills. The importance of L2 listening for overall language development necessitates a change in pedagogy that ordinarily neglects teaching students how to manage their listening development. This paper starts with an overview of the role of background knowledge, cognitive processes involved in listening, frequent exposure to listening input and their implications for L2 listening instruction. It also sheds light on the positive effect of multimedia in promoting L2 listening skill. In addition, it expands to contain a brief discussion of what successful listeners do based on theoretical frameworks. Given the significance of metacognition, which encompasses knowledge about and control over the process of listening, and task-based learning, which focuses on the process of listening, an integrated model for L2 listening instruction that teaches L2 learners how to listen is elaborated. The fundamental premise of this paper is, given the critical role of listening in language learning, L2 learners have to learn how to listen in order to promote overall L2 development. [ABSTRACT FROM AUTHOR]

Research on the use of digital technology in promoting English Foreign Language (EFL) students’ self-directed learning of listening skills has been widely acknowledged in the literature. However, few empirical studies have been conducted on interactive worksheets as mediated instruction in the teaching of listening. This study used a qualitative method, and seventy-seven students were selected from the Education Department at State University of Makassar. This research instrument is used in interviews. Grounded in a web-based learning approach, the researchers investigated the students’ perceived experiences in conducting the “liveworksheet” website and its potential to promote their self-learning, activeness, and autonomy in listening practices. As a result, the study highlights several significant findings: students’ self-directed learning, automatic scoring, accessing the website, students’ vocabulary mastery, students’ learning autonomy, and students’ technology skills. Moreover, this study suggests employing web-based “liveworksheet” activities in a technology-mediated EFL learning environment, thus increasing their self-directed learning and ease to make distance learning happen through the website. Therefore, this study highlighted the advantages of in-making live worksheets for teachers and students in answering live worksheets which are very important to support, provide interesting learning, and get their learning outcomes

Learning a foreign language is a very complex process that depends on various elements such as student, teacher, teaching method, etc. Among these elements, however, the element of teaching method plays a decisive role in the state of education, and it influences the other elements as well. Therefore, it is very important to use a practical and effective teaching method.One of the methods that has been proposed in recent decades and has received much attention in foreign language teaching is the task-based teaching approach. This approach, as a new approach that stems from the communicative approach in language teaching, is based on tasks/ a task. In defining a task, Ellis (Ellis. 2004. P.9-10) refers to a set of essential features and believes that; a task is a workplan (1); the main focus is on meaning; has real processes in the use of language; can include any of the four language skills; involves cognitive processes; and it has a very clear communicative result.Therefore, it can be said that the main purpose of this teaching method is to increase language learners’ communicative ability through tasks that are based on meaning and reality. This method teaches language in three stages of pre-task, during task and post-task

This research aims to analyze the effectiveness of audiovisual as media to improve junior high school students in listening skill. Based on data and information that are all taken from previous studies, it revealed that the students’ average score in listening were still low. Therefore, in order to help students to improve their listening skill, audiovisual media is a media which gave good effect on students’ listening skill. This research using library research as the method that concerned on how the use of audiovisual media can improve students’ listening skill based on the previous studies and the theories of the experts. Thus, the data was collected from previous studies related to audiovisual media and paraphrased to get information about audiovisual media, this data analysis technique includes the processes of data identification from relevant literature sources, determining where the data is located, obtaining the data, evaluating the data, and incorporating the data into the research presentation. Based on the result of this research, it showed that audiovisual media had positive effect on students’ listening skill. Moreover, several studies revealed that the students gave positive attitudes towards the use of audiovisual media. In addition, audiovisual media also encouraged and motivated students during the process of teaching and learning.

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Saber, Ciencia y Libertas is the property of Saber, Ciencia y Libertad and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aims to reveal the differences and similarities between the countries in English listening skill, one of the four basic language skills within the scope of secondary school seventh grade English teaching programs in practice in Türkiye, Portugal and Poland in the 2021-2022 academic year. The study data were obtained by interview, document analysis and online survey application. Mixed method research design was used in the research, including both quantitative and qualitative data collection methods. The determination of the participants was based on voluntariness and criterion sampling methods. The opinions of six English teachers from Türkiye, two from Portugal and three from Poland, who participated voluntarily within the scope of the qualitative sample, were sought. In the quantitative sample, eighty one English teachers working at secondary school level in Salihli, Manisa, Türkiye, participated in the questionnaire prepared by the researchers. The opinions of Portuguese and Polish English teachers were taken in writing due to the distance of the countries. Descriptive and content analysis were used to analyze the data. According to the data obtained from the research, compared to the English teachers in Türkiye, Portuguese and Polish English teachers stated that they can be more comfortable and flexible in educational situations and choose their own textbooks while achieving the objectives of the English curriculum. While there are no listening tests for listening content in Türkiye during the evaluation of listening skills learning outcomes, listening tests are conducted in Portugal and Poland in order to see whether the objectives of listening skills are achieved. As a result of the interviews with the teachers, Turkish and Polish English teachers found the listening content insufficient, while Portuguese English teachers stated that the listening content was sufficient. As a result of the document analysis, it has been determined that the Polish English textbook has a richer scope compared to the Turkish and Portuguese English textbooks in terms of content and redundancy of units. [ABSTRACT FROM AUTHOR]

This research aims to investigate whether the use of English religious song lyric improve students’ vocabulary mastery and listening skill at Postulancy-Indonesia. The research was designed by implementing a Classroom Action Research (CAR). This study used Quantitative and Qualitative data. The finding indicates that English religious song lyric improved students’ vocabulary mastery and listening skill. The improvement can be proved by the Mean of the students’ score from Pre-Test up to Post-Test 2. In vocabulary mastery, the Mean of students’ Pre-Test was 43.92, but then after implementing the English religious song lyric, the students’ score improved in Cycle-1 with the Mean was 66.56 and in Cycle-2 with the Mean was 90.04. In addition, it was found the data that 100% students passed the KKM in vocabulary mastery in Cycle-2. In listening skill, the Mean of students’ Pre-Test was 29.04, but then after implementing the English religious song lyric, the students’ score improved in Cycle-1 with the Mean was 58.24 and in Cycle-2 with the Mean was 76.56. In addition, it was found the data that only 67% students passed the KKM in listening skill in Cycle-2. Based on data, it can be concluded that the students’ vocabulary mastery was improved significantly by using English religious song lyric. Furthermore, the students’ improvement was not only shown by the Mean of students’ score but also by the students’ motivation or interest in studying which was increasing in Cycle-1 and Cycle-2. It can also be concluded that English religious song lyric is a good media (recommended) in teaching vocabulary mastery and listening skill. Key words: Vocabulary Mastery, Listening Skill, Song Lyric, Postulancy

This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ responses to the implementation of the listening journals’ tasks. Fifty students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- CT self-assessment (t = -4.136, p .05). In addition, the qualitative data obtained from the reflective questionnaire showed that the dominant responses from the students were positive towards the listening journal task. The findings of this study suggest that listening journals can be an effective strategy to help foster learners’ critical thinking while developing listening and other skills. Even so, some felt the process was too monotonous and difficult. Thus, suggestions for future research are offered to improve the journal’s future design and implementations.

This study is designed to solve the classroom problem dealing with the improvement of listening skill of the students of one private Islamic college that also study at pesantren in which they have lack of exposure in learning English. To cater a new way to overcome this issue, a classroom action research focusing on the implementation of interactive video viewing technique was employed. The findings exemplify that the students show better listening achievement after the implementation of second research cycle.

The current study aims at investigating the effectiveness of using strategy-based instruction on the student’s listening achievement. This research applied quasi-experimental design, and the instruments were pretest and posttest. Both tests were about putting the pictures in order and form completion.  Prior to strategy choice, this study utilized Posteriori Taxonomy of Strategies of Learning English Listening Skill (Zuhairi & Hidayanti, 2014) especially focusing on the use of eight strategy categories deployed by successful students (Hidayanti & Umamah, 2018). Gaining the result from Independent t-Test analysis, it was found out that the experimental group outperformed better than their counterparts in control group. Thus, Strategy-based instruction plays important role to enhance and improve the EFL learners’ listening skill.

In this study, the relationship between preschool children's mathematical abilities and listening skills was examined. Relational survey model, one of the quantitative research methods, was used in the research. The study group of the research consists of 100 children attending kindergartens and preschool classrooms affiliated to the Uşak Provincial Directorate of National Education. "Early Mathematics Ability Test-3" and "Listening Skills Scale" were used for data collection in the research. In the study, it was concluded that there is no statistically meaningful relationship between the listening skills and math abilities of children in early childhood. The study contributes to the related field in terms of examining the relationship between children's listening skills and early mathematics abilities in early childhood. The limitations of this study are that the research was conducted with 100 children, the quantitative method was not supported by qualitative methods, and the data consisted of quantitative data. According to the results of the research, it is recommended that receptive and expressive language skills should be evaluated together for studies that deal with mathematical ability and listening skills together. [ABSTRACT FROM AUTHOR]

Copyright of Buca Faculty of Education Journal / Buca Egitim Fakültesi Dergisi is the property of Buca Faculty of Education Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Podcasts are digital audio files that can be accessed by everyone with an internet connection where the content is ready to be listened to without minding the time and place. Currently, podcasts are listened to not only for entertainment but also for educational purposes, one of which is to improve students' listening skills. Listening skills have an important role for students, especially in high school, but some of them still face difficulties. After the researcher conducted informal observations at Vocational High School 18 Jakarta, some students stated that listening is a difficult and boring activity. Based on those problems, this research aimed to investigate the effectiveness of using podcasts on students' listening skills at Vocational High School 18 Jakarta. With a one-group pre-test post-test design, this research utilized the pre-experimental method, which was conducted in three meetings. The samples for this research were 33 students of Accounting Department chosen randomly. To gather the data, the researcher used a listening test with 15 multiple choices and a 10 fill-in-the-blank form as the instrument, both for the pre-test and post-test. IBM SPSS 24 was used to perform quantitative analysis on the data. The result of the data analysis revealed that the students' mean score in the post-test was higher than in the pre-test (87.03 > 55.15). Thus, it was found that the significant value was 0.000 which was lower than the alpha of 0.05 (0.000 < 0.05). It can be concluded that the Hi is accepted and the Ho is rejected. This study recommends that teachers should consider podcasts in teaching listening skills. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Language Academy is the property of Rota Kariyer and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Turkiye Klinikleri Journal of Nursing Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The background of this reseacrh is that the researchis wants to know and describe further about the analysis of learning motivation on the listening skills of third grade students of SDS Muhammadiyah 06 Tebet. This study aims to analyze the learning motivation of the grade students of SDS Muhammadiyah 06 Tebet, explain how the learning process in analiyzing the learning motivation of the third grade students of SDS Muhammadiyah 06 Tebet is listening and what factors can incrase learning motivation and teacher efforts to maintain qualitu. Learning motivation on students: listening skills. The results of the study show that the learning process in the analysis of learning motivation on students’listening process in the analysis of learning motivation on stundents’ listening skills is carried out using the Google Meet aplication, WhatsApp group and the Kejar Cita website. Factors that can increse learning motivation in students’ listening skills, there are 2 motivations, namely instrinsic motivation and extrinsic motivation, both of which are veri influential in a learning process. Intrinsic motivation is found in students because of the spririt and ideals to be achieved and extrinsic motivation given by teachers, parents, friends and the environment can improve student learning outcomes. The teacher’s efforts in maintaining the quality of learning motivation on students’ listening skills by providing video, motivatonal words before strating learning, and providing active and fun learning