Improving listening skills: small changes make big differences
Loading...
Authors
Zapata, Dulce Sanchez
Issue Date
2019
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
Mexico
Abstract
Context: This study was conducted at a primary school in Mérida, Yucatán, Mexico, with a group of 29 fifth-grade students aged 10-11. The students were generally motivated and well-behaved, but they were less enthusiastic about listening activities compared to other English skills.
Aims: The project aimed to enhance students' listening skills and engagement by addressing their perceptions and preferences for listening tasks. It sought to improve the effectiveness of listening activities through targeted interventions.
Methods: Data collection included a student questionnaire, peer observations using video recordings, and a reflective journal. Dulce also analysed students' responses to identify challenges, preferences, and opportunities for practice. Based on this, she designed a structured lesson plan and homework tasks focusing on listening skills.
Findings: Students found listening tasks challenging primarily due to the speed of the audio. They were more motivated by videos and songs than by traditional dialogues. Effective activities included gap-fills and matching tasks combined with pre-teaching vocabulary. Implementing shorter audios, incorporating multimedia, and increasing listening frequency resulted in improved comprehension and engagement. However, while many students found homework tasks useful, participation was low.
Implications: The study highlights the importance of tailoring listening activities to students' preferences and providing preparatory support to ease comprehension. Teachers might consider using multimedia resources to increase interest and comprehension while carefully planning homework frequency to ensure feasibility for students.
Aims: The project aimed to enhance students' listening skills and engagement by addressing their perceptions and preferences for listening tasks. It sought to improve the effectiveness of listening activities through targeted interventions.
Methods: Data collection included a student questionnaire, peer observations using video recordings, and a reflective journal. Dulce also analysed students' responses to identify challenges, preferences, and opportunities for practice. Based on this, she designed a structured lesson plan and homework tasks focusing on listening skills.
Findings: Students found listening tasks challenging primarily due to the speed of the audio. They were more motivated by videos and songs than by traditional dialogues. Effective activities included gap-fills and matching tasks combined with pre-teaching vocabulary. Implementing shorter audios, incorporating multimedia, and increasing listening frequency resulted in improved comprehension and engagement. However, while many students found homework tasks useful, participation was low.
Implications: The study highlights the importance of tailoring listening activities to students' preferences and providing preparatory support to ease comprehension. Teachers might consider using multimedia resources to increase interest and comprehension while carefully planning homework frequency to ensure feasibility for students.
Description
Keywords (free text)
english as a foreign language , listening skills , english language learning , primary education , multimedia learning , student engagement , exploratory action research