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An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension

Yu-Chih Sun, Wen-Li Chang, Fang-Ying Yang
Copyright: © 2013 |Pages: 19
ISBN13: 9781466618558|ISBN10: 1466618558|EISBN13: 9781466618565
DOI: 10.4018/978-1-4666-1855-8.ch008
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MLA

Sun, Yu-Chih, et al. "An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension." Explorations of Language Teaching and Learning with Computational Assistance, edited by Bin Zou, IGI Global, 2013, pp. 113-131. https://doi.org/10.4018/978-1-4666-1855-8.ch008

APA

Sun, Y., Chang, W., & Yang, F. (2013). An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension. In B. Zou (Ed.), Explorations of Language Teaching and Learning with Computational Assistance (pp. 113-131). IGI Global. https://doi.org/10.4018/978-1-4666-1855-8.ch008

Chicago

Sun, Yu-Chih, Wen-Li Chang, and Fang-Ying Yang. "An Exploratory Study of the Effects of Extended Online Thematic Listening Tasks on the Development of Listening Comprehension." In Explorations of Language Teaching and Learning with Computational Assistance, edited by Bin Zou, 113-131. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-1855-8.ch008

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Abstract

This study investigates the effects of employing extended online thematic listening tasks on the development of listening comprehension in an English course focusing on reading and writing skill development. To accomplish this aim, extended online thematic listening tasks were designed and implemented in English as a Foreign-Language (EFL) college level General English course. Pre- and post-tests were conducted to examine students’ gains in overall listening proficiency. Moreover, students’ mid-term and final exams were compared in order to track student progress. Data on student perceptions of online thematic tasks was also collected and analyzed. Findings suggest that extended online thematic listening tasks may constitute a dynamic forum which fosters significant gains in listening comprehension, test performance, and development of learning strategies. In addition, the findings reveal that students’ initial enthusiasm toward extended online listening tasks faded and the efforts that they put into the tasks gradually decreased as the semester progressed. Therefore, time availability and management become an important pedagogical issue in e-learning.

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