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1. Web-Based Assessment Tool for Communication and Active Listening Skill Development (EJ859408)
Author(s):
Cheon, Jongpil; Grant, Michael
Source:
TechTrends: Linking Research and Practice to Improve Learning, v53 n6 p24-34 Nov 2009
Pub Date:
2009-11-00
Pub Type(s):
Journal Articles; Reports - Descriptive
Peer-Reviewed:
Yes
Descriptors: Instructional Design; Listening; Formative Evaluation; Counseling Psychology; Listening Skills; Internet; Skill Development; Evaluation; Web Based Instruction; Educational Technology; Learning Activities; Video Technology; Feedback (Response); Coding; Educational Improvement; Instructional Effectiveness; Consultants
Abstract: The website "Active Listening" was developed within a larger project--"Interactive Web-based training in the subtleties of communication and active listening skill development." The Active Listening site aims to provide beginning counseling psychology students with didactic and experimental learning activities and interactive tests so that students obtain fundamental active listening skills for effective and facilitative communication. A technical consultant and a site developer developed the site with streaming video and advanced web technologies so that students can effectively practice the subtleties of active listening in an authentic counseling situation. This paper presents the development process where advanced web technologies, including streaming video techniques, were implemented in the online assessment site, the formative evaluation results which directed how the site could be improved, and the implications for instructional designers. (Contains 6 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Listening: You've Got to Be Carefully Taught (EJ813368)
LeLoup, Jean W.; Ponterio, Robert
Language Learning & Technology, v11 n1 p4-15 Feb 2007
2007-02-00
Descriptors: Listening Skills; Native Speakers; Second Language Instruction; Second Language Learning; Online Courses; Internet; Instructional Materials; Listening Comprehension; Listening; Teaching Methods
Abstract: Listening is arguably the most important skill required for obtaining comprehensible input in one's first and any subsequent languages. Given the importance of listening, the natural assumption is that listening skills are actively taught to both first (L1) and second (L2) language learners. However, this is not necessarily so in L1 instruction (Hysop & Tone, 1988). The situation is slightly more sanguine in L2 instruction, but only in recent years. The proficiency movement, with its emphasis on the use of authentic materials, underscored the value of developing listening skills in L2 learners. Yet, in geographic areas devoid of native speakers (NSs), the problem for L2 teachers and learners is where and how educators obtain authentic materials for use in the instruction of aural skills. Technology has been a real boon to this conundrum, ensuring that no one need be isolated from L2 input generated by NSs anymore. An internet connection is all that is needed to gain access to a myriad of examples of NS speech. In this article, the authors discuss two sites that serve as examples of what is possible in online lessons through communications technologies: (1) the BBC Languages; and (2) the "Video Clips of Survival Chinese". These sites provide the reader an idea of what can be done in terms of materials development and also how to prepare one's students for optimal work with the aural input. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. The Role of Individual and Contextual Factors in the Development of Maths Skills (EJ856445)
Kikas, Eve; Peets, Katlin; Palu, Anu; Afanasjev, Juri
Educational Psychology, v29 n5 p541-560 Aug 2009
2009-08-00
Journal Articles; Reports - Evaluative
Descriptors: Student Attitudes; Testing; Verbal Ability; Grade 3; Teaching Experience; Grade 1; Teaching Methods; Foreign Countries; Mathematics Skills; Skill Development; Elementary School Students; Grade 2; Student Motivation; Learning Processes; Elementary School Teachers; Correlation; Prior Learning; Mathematics Achievement
Abstract: In this study, we examined the development of maths skills in 269 Estonian primary school children (119 boys and 150 girls; 20 classes). Testing was carried out over a three-year period (Grade 1-Grade 3). Before the last testing session, children's verbal skills and motivational orientations were also tested. In addition, teachers evaluated children's learning behaviour and provided information about their own teaching methods. The data were analysed using multilevel growth curve modelling. We found that children with higher levels of pre-maths skills developed at a faster rate. At the individual level, pre-maths skills and verbal ability were positively associated with maths achievement in Grade 3, and avoidance orientations (self-reported) and task-avoidant behaviour (teacher-reported) were negatively associated with maths achievement in Grade 3. At the classroom level, formalist teaching methods and teacher experience had a positive effect on students' maths performance. (Contains 3 tables, 1 figure and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Strategy Instruction in Listening for Lower-Intermediate Learners of French (EJ819105)
Graham, Suzanne; Macaro, Ernesto
Language Learning, v58 n4 p747-783 Dec 2008
2008-12-00
Descriptors: Self Efficacy; Foreign Countries; Instructional Effectiveness; French; Learning Strategies; Second Language Learning; Teaching Methods; Listening Skills; Listening Comprehension; Intervention; Scaffolding (Teaching Technique)
Abstract: Second language listening has historically proved to be a difficult skill. Strategy instruction studies have sought to bring about improvements in subjects' listening but with mixed results. This lack of success might be due to the nature of listening strategy theory and its influence on conceptualizations of listening strategy instruction. The current study, based on an initial descriptive investigation of a specific population of learners, measured the effects of strategy instruction on both the listening performance and self-efficacy of 68 lower-intermediate learners of French in England, against a comparison group. Moreover, the effects of high- and low-scaffolded interventions were compared. Results suggest that the program improved listening proficiency and learners' confidence about listening. Implications for pedagogy and strategy theory are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Increasing On-Task Behavior through the Development of Classroom Social Skills (ED505020)
Arritola, Kathleen; Breen, Jennifer; Paz, Elizabeth
Online Submission
2009-05-00
Dissertations/Theses - Masters Theses; Reports - Research
N/A
Descriptors: Check Lists; Student Behavior; Intervention; Role Playing; Action Research; Observation; Student Surveys; Program Effectiveness; Positive Reinforcement; Interpersonal Competence; Skill Development; Teaching Methods; Student Development; Academic Ability; Classroom Techniques; Direct Instruction; Teacher Researchers; Listening Skills; Comparative Analysis; Lesson Plans; Models
Abstract: In recent years teachers within the classroom have experienced an increase in the off-task behaviors of students. The purpose of this action research project was to increase on-task behavior through development of classroom social skills. The causes may be a lack of social skills, outside influences, presentation of materials, students not developmentally ready, students being asked to work beyond their ability and students are uncertain of rules and procedures. The study was conducted at two sites, which included a kindergarten class at one site, and a second grade class and an elementary resource room at the second site. The study was conducted for thirteen weeks in an effort to teach classroom social skills. The interventions used were direct instruction lessons on classroom social skills for instructional time and independent work time. The teacher researchers modeled the social skill in the lesson. The students were asked to complete role playing exercises to practice the skills. The teacher researchers introduced and continued to use verbal positive reinforcement throughout the study when students were using appropriate classroom social skills and demonstrating on-task behavior. Data were collected through three tools. The teachers completed an observation checklist. The students were given a listening assessment and a reflective survey. In reviewing the data collected from the Teacher Observation Checklist all of the observed behaviors showed no change or a minimal increase in the frequency of the behavior during the observation time. Teaching classroom social skills had a minimal affect on the on-task behavior of the students in the targeted classrooms. There was a 29% increase in the number of times students used a low voice. The Student Survey data indicated mixed results. At site A in Teacher Researcher A's classroom the majority of the results stayed the same or decreased when compared with pre-intervention data. At site B in Teacher Researcher B's classroom the results indicated an increase in positive behaviors observed by the students. An increase indicated that students felt that they themselves, as well as their classmates, are on-task more frequently. At site B in Teacher Researcher C's classroom the results show little change between pre-intervention data and post-intervention data. The teacher researchers would recommend placing the observation time during an independent working time instead of instructional time. There would be less interference in the lesson and the teacher could focus solely on the observation. The teacher researchers believe that the students were not developmentally ready to complete a reflective task such as the Student Survey. The length of the survey and the subtle differences between questions may have been challenging for the students that had not been exposed to this type of activity before. Teaching classroom social skills is an important part of increasing on-task behavior in the classroom. Appended are: (1) Teacher Observation Checklist; (2) Student Survey; (3) Listening Assessment; (4) Direct Instruction Lesson Plan; (5) Modeling Lesson Plan; and (6) Role Playing Lesson Plan. (Contains 12 figures and 34 tables.) [M.A. Thesis, Saint Xavier University.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (6547K)
6. How Teachers Would Spend Their Time Teaching Language Arts: The Mismatch between Self-Reported and Best Practices (EJ851434)
Cunningham, Anne E.; Zibulsky, Jamie; Stanovich, Keith E.; Stanovich, Paula J.
Journal of Learning Disabilities, v42 n5 p418-430 2009
2009-00-00
Descriptors: Teacher Effectiveness; Language Arts; Disabilities; Special Education Teachers; Reading Instruction; Teaching Methods; Teacher Attitudes; Elementary School Teachers; Grade 1; Knowledge Base for Teaching; Beliefs; General Education; Special Needs Students; Correlation; Teaching Experience; Time Factors (Learning); Time Management; Urban Schools; Phonics; Childrens Literature
Abstract: As teacher quality becomes a central issue in discussions of children's literacy, both researchers and policy makers alike express increasing concern with how teachers structure and allocate their lesson time for literacy-related activities as well as with what they know about reading development, processes, and pedagogy. The authors examined the beliefs, literacy knowledge, and proposed instructional practices of 121 first-grade teachers. Through teacher self-reports concerning the amount of instructional time they would prefer to devote to a variety of language arts activities, the authors investigated the structure of teachers' implicit beliefs about reading instruction and explored relationships between those beliefs, expertise with general or special education students, years of experience, disciplinary knowledge, and self-reported distribution of an array of instructional practices. They found that teachers' implicit beliefs were not significantly associated with their status as a regular or special education teacher, the number of years they had been teaching, or their disciplinary knowledge. However, it was observed that subgroups of teachers who highly valued particular approaches to reading instruction allocated their time to instructional activities associated with other approaches in vastly different ways. It is notable that the practices of teachers who privileged reading literature over other activities were not in keeping with current research and policy recommendations. Implications and considerations for further research are discussed. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Teaching Narrative Comprehension Strategies to First Graders (EJ780874)
Paris, Alison H.; Paris, Scott G.
Cognition and Instruction, v25 n1 p1-44 Jan 2007
2007-01-00
Descriptors: Reading Comprehension; Listening Comprehension; Primary Education; Statistical Analysis; Classrooms; Grade 1; Inferences; Language Acquisition; Poetry; Learning Strategies; Pretests Posttests; Evaluation Methods; High Risk Students; Teaching Methods
Abstract: This study provided 5 weeks of direct strategy instruction about narrative elements and relations in 4 first-grade classrooms (n = 83), all with materials that made minimal decoding demands on children's reading. Two comparison classrooms (n = 40) received comparable instruction on language development and poetry. A battery of assessments given at pretest and posttest showed that the intervention benefited children's comprehension of narratives in the "picture-viewing" modality as well as narrative meaning-making in "listening comprehension" and "oral production" modalities. Understanding and recall of main narrative elements improved, as did inference-making skills and understanding the psychological aspects of stories. Implications for enhancing beginning readers' emerging narrative knowledge in primary grade classrooms are discussed. (Contains 6 tables and 1 figure. Appended are: (1) Means, Standard Deviations, and Repeated Measures Analysis of Covariance Results for All Narrative Comprehension and Expository Comprehension Task Measures by Narrative Strategy Instruction and Comparison Conditions; and (2) Means, Standard Deviations, and Analysis of Covariance Results for All Narrative Production and Expository Production Task Measures for Narrative Strategy Instruction (n = 41) and Comparison (n = 22) Conditions.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Listening to Learn: Boosting Vocabulary with Interactive Activities (ED501448)
Cohen, Joshua
2008-04-18
Reports - Descriptive
Descriptors: Vocabulary Development; Language Acquisition; Auditory Stimuli; Listening; Student Interests; Listening Comprehension; Class Activities; Schemata (Cognition); Learning Strategies; Reading; Learning Activities; Teaching Methods
Abstract: Despite being one of our most important and most often used modalities, listening is an area of language instruction that is often overlooked by teachers and researchers alike as fertile ground for the enhancement of students' vocabulary knowledge. For low-level learners, especially those not in full control of the first 2000 most-frequent words of English, listening may be the fastest route to acquiring a larger, more effective and retained vocabulary. At higher levels, word learning can also be enhanced through exposure to aural input. Incorporating a variety of vocabulary-based activities into listening exercises will help strengthen students' understanding of words and word meanings at every level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (265K)
9. Pushed Output, Noticing, and Development of Past Tense Morphology in Content-Based Instruction (EJ829502)
Leeser, Michael J.
Canadian Modern Language Review, v65 n2 p195-220 Dec 2008
Journal Articles; Reports - Research
Descriptors: Listening Comprehension; Morphology (Languages); English (Second Language); Morphemes; Second Language Learning; Teaching Methods; Second Language Instruction; Spanish; Writing (Composition); Language Usage; College Students; Writing Skills; Skill Development
Abstract: This study examines the effects of learners' production (i.e., pushed output) during a multi-stage reconstruction task on learners' noticing of Spanish past tense morphology, aural text comprehension, and development of preterite/imperfect usage in writing. Participants included 47 intermediate L2 Spanish learners in a content-based course at the university level. One group of learners (+output) listened to a series of passages and engaged in text reconstruction tasks. The other group (-output) listened to the same texts but answered multiple-choice comprehension questions instead of reconstructing the texts. Learners' notes during the listening phase of the tasks served as a noticing measure, and writing tasks were used as pre- and post-treatment measures. Results reveal that the +output group (a) reported more noticing of words overall, but not of past tense forms; (b) comprehended more information from the text; and (c) showed evidence of past tense development in their writing. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. The Use of Websites for Practicing Listening Skills of Undergraduate Students. A Case Study at Suranaree University of Technology, Thailand (ED500929)
Lin, Shen; Winaitham, Wichura; Saitakham, Kiattichai
2008-00-00
Reports - Research; Tests/Questionnaires
Descriptors: Undergraduate Students; Listening Comprehension; Second Languages; Language Teachers; Listening Skills; Internet; English (Second Language); Second Language Instruction; Teaching Methods; Web Sites; Case Studies; Student Attitudes; Computer Uses in Education
Abstract: It is well known that listening comprehension plays a very important role in foreign language teaching, especially with young learners (Anderson & Lynch, 1988; Brewster, 1994; Brown, 1986, 1989; Grabielatos, 1995; Phillips, 1993; Rost, 1990; Shorrocks, 1994). Listening is assuming a more and more important place in foreign language teaching and learning process. Yet the present situation is far from satisfactory. Students are still frustrated and helpless against listening (Yang, 2005). Many of the activities of our contemporary society are based on information (and possible operations) made available through the World Wide Web. Practical information, images, presentations, sale catalogues, booking and reservations, selling and buying are exchanged, purchased, activated through the web (or find their vehicle in the web). The purpose of this study is to investigate the use of websites for practicing listening skills of undergraduate students. To explore students' views towards using websites for practicing their listening skills in English II course at Suranaree University of Technology. Appended are: (1) Questionnaire; and (2) Interview. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (90K)
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