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Explicit Listening Instruction and Listening Comprehension Scores : = A Quantitative Quasi-Experimental Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Explicit Listening Instruction and Listening Comprehension Scores :/
Reminder of title:	A Quantitative Quasi-Experimental Study.
Author:	Al Omari, Nasreen Paula.
Description:	1 online resource (109 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Educational tests & measurements. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27548351click for full text (PQDT)
ISBN:	9781392756508

Explicit Listening Instruction and Listening Comprehension Scores : = A Quantitative Quasi-Experimental Study.
Al Omari, Nasreen Paula.

Explicit Listening Instruction and Listening Comprehension Scores :A Quantitative Quasi-Experimental Study. - 1 online resource (109 pages)

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ed.D.)--Northcentral University, 2019.

Includes bibliographical references

Listening skills begin with the ability to understand messages in sounds of speech (Hu, 2017). However, listening skills are not commonly taught which also makes them the weakest skills in learning English (Hu, 2017; Nguyen & Abbott, 2016). Without explicitly educating students especially English language learners they are not being well prepared for real world listening challenges (Schmidt, 2016). Due to the complexity of English, English language learners tend to make omissions and over regularization errors (Liu, Dunlap, Tang, Lu & Chen, 2017). Listening is crucial and interconnected in real life for both socialization and academics (Babaee, 2017; Richards, 1983). The primary purpose of this quantitative quasi-experimental study with a two-group pretest-posttest design, was to examine if explicit listening instruction was associated with improved listening comprehension compared to usual listening comprehension for adult English language learners. The theoretical framework used was a combination of the extant language learning strategy framework (Nix, 2016) and the extensive listening framework (Chang & Millett, 2016). The study participants were adult students whom were all over the age of 18 years old registered for the local adult education English as a second language program to improve their English language skills. The results indicated that the explicit listening instruction did not have a significant impact on listening comprehension. Explicit listening instruction would be recommended at the national level due to the high number of English language learners in the United States (DHS, 2017). It would be beneficial for studies to be structured with a longer time frames with multiple pre and post-tests over a period of time and it would be possible to better understand the results.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781392756508Subjects--Topical Terms:

3168483
Educational tests & measurements.
Subjects--Index Terms:

Authentic materialsIndex Terms--Genre/Form:

542853
Electronic books.

Explicit Listening Instruction and Listening Comprehension Scores : = A Quantitative Quasi-Experimental Study.
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504 $a Includes bibliographical references
520 $a Listening skills begin with the ability to understand messages in sounds of speech (Hu, 2017). However, listening skills are not commonly taught which also makes them the weakest skills in learning English (Hu, 2017; Nguyen & Abbott, 2016). Without explicitly educating students especially English language learners they are not being well prepared for real world listening challenges (Schmidt, 2016). Due to the complexity of English, English language learners tend to make omissions and over regularization errors (Liu, Dunlap, Tang, Lu & Chen, 2017). Listening is crucial and interconnected in real life for both socialization and academics (Babaee, 2017; Richards, 1983). The primary purpose of this quantitative quasi-experimental study with a two-group pretest-posttest design, was to examine if explicit listening instruction was associated with improved listening comprehension compared to usual listening comprehension for adult English language learners. The theoretical framework used was a combination of the extant language learning strategy framework (Nix, 2016) and the extensive listening framework (Chang & Millett, 2016). The study participants were adult students whom were all over the age of 18 years old registered for the local adult education English as a second language program to improve their English language skills. The results indicated that the explicit listening instruction did not have a significant impact on listening comprehension. Explicit listening instruction would be recommended at the national level due to the high number of English language learners in the United States (DHS, 2017). It would be beneficial for studies to be structured with a longer time frames with multiple pre and post-tests over a period of time and it would be possible to better understand the results.
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