Supporting Lower-Level Processes in EFL Listening: The Effect on Learners' Listening Proficiency of a Dictation Program Supported by a Mobile Instant Messaging App

Autor/inn/en	Jia, Chengyuan; Hew, Khe Foon Timothy
Titel	Supporting Lower-Level Processes in EFL Listening: The Effect on Learners' Listening Proficiency of a Dictation Program Supported by a Mobile Instant Messaging App
Quelle	In: Computer Assisted Language Learning, 35 (2022) 1-2, S.141-168 (28 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jia, Chengyuan) ORCID (Hew, Khe Foon Timothy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2019.1671462
Schlagwörter	Computer Software; Second Language Learning; Second Language Instruction; English (Second Language); Handheld Devices; Telecommunications; Listening Comprehension Tests; Pretests Posttests; Teaching Methods; Synchronous Communication; College Students; Required Courses; Comparative Analysis; Gender Differences; Achievement Gains; Student Attitudes; Educational Benefits; Instructional Effectiveness; Foreign Countries; Social Networks; Verbal Communication; Language Tests; China + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Telekommunikationstechnik; Hörverstehensübung; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Pflichtkurs; Geschlechterkonflikt; Achievement gain; Leistungssteigerung; Schülerverhalten; Bildungsertrag; Unterrichtserfolg; Ausland; Social network; Soziales Netzwerk; Language test; Sprachtest
Abstract	Lower-level processes have long been overlooked in EFL listening pedagogy. To address this pervasive problem, in this study, a program was designed that integrated WeChat, the most popular mobile instant messaging app in China, into dictation practice. Students in two classes studying a compulsory university EFL course were selected as participants, with one class as the experimental group (EG, n = 37) and the other as the control group (CG, n = 33). Both groups attended the same weekly in-class listening course taught by the same instructor, in which traditional listening exercises were combined with explicit decoding instructions. Members of the EG were asked to participate in a WeChat group of 8-10 students to complete daily dictation, while the CG did the practice individually. A listening test served as pre- and post-test, and an open-question survey was used to collect the EG's perceptions of the WeChat dictation program. The results show that the EG's improvement in listening was significantly greater than that of the CG. There were no differences in improvement in participants' listening comprehension between males and female, whereas listening gains differed significantly between the EG and the CG when participants were at different initial listening levels. The students' perceptions of the benefits and drawbacks of the program are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01