Developing Independent Listening Skills for English as an Additional Language Students

Autor/inn/en	Picard, Michelle; Velautham, Lalitha
Titel	Developing Independent Listening Skills for English as an Additional Language Students
Quelle	In: International Journal of Teaching and Learning in Higher Education, 28 (2016) 1, S.52-65 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Graduate Students; English (Second Language); Second Language Learning; Listening Skills; Learning Activities; Instructional Materials; Workshops; Focus Groups; Foreign Countries; Participatory Research; Action Research; Intervention; Program Development; Technology Uses in Education; Educational Technology; Pronunciation; Audiovisual Aids; Questionnaires; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Lernaktivität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernwerkstatt; Schulung; Ausland; Forschungstätigkeit; Projektforschung; Programmplanung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Aussprache; Audiovisuelles Medium; Fragebogen; Australien
Abstract	This paper describes an action research project to develop online, self-access listening resources mirroring the authentic academic contexts experienced by graduate university students. Current listening materials for English as an Additional Language (EAL) students mainly use Standard American English or Standard British pronunciation, and far fewer materials use Australian or regional accents. Materials are also simplified or spoken at a slower speed, emphasizing comprehension-type questions, despite the fact that literature reveals effective listening development involves practice in real-life listening contexts. Academic listening materials conversely emphasize the formal lecture and development of note-taking skills. We developed a range of activities where listening input was accompanied by materials reflecting top-down and bottom-up strategies as well as other cognitive and meta-cognitive skills. Materials were developed over two action research cycles involving EAL research student participants. Paper-based exercises were trialed and then developed into online materials where students could create their own listening materials and build portfolios. Results from the participants in the workshops/focus groups indicate they were able to develop their listening skills independently because of the explicit and focused approach of the materials. However, even more explicit and simple instructional design was needed when translated into the online environment. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01