Study Guide in Teaching and Assessment of Macro Skills FM-AA-CIA-15 Rev.

0 10-July-2020

Module 4 – The Receptive Macro Skills - Listening

Module No. 4

The Receptive Macro Skills - LISTENING

MODULE OVERVIEW

Enumerated below are topics that you need to study in this module.

1) Active Listening Skill

2) Nature and Purposes of Listening
3) Listening Comprehension and Sub-Skills in Listening
4) Listening Techniques and Strategies
5) Approaches in Teaching Listening (Bottom-Up, Top-Down, Interactive)
6) Lesson Design in Teaching Listening
7) Materials and Resources in Teaching Listening
8) Performance and Observation-Based Assessment in Teaching Listening
9) Feedbacking in Assessing Listening

MODULE LEARNING OBJECTIVES

At the end of the lesson, the students will be able to:

a) select differentiated learning tasks in teaching listening to suit learners’ gender, needs, strengths
interests, and experiences.
b) demonstrate how to provide timely, accurate, and constructive feedback to improve learner performance
in the different tasks in listening through simulations.
c) craft a learning plan according to the English curricula that is developed from research-based knowledge
and principles of listening and the theoretical bases, principles, methods, and strategies in teaching these
components; and
d) conduct a teaching demonstration of the assigned learning competencies in listening.

LEARNING CONTENTS

Nature of LISTENING

Listening is the cognitive process whereby we attach meanings to aural signals. It is the active
intellectual process of decoding, interpreting, understanding, and evaluating messages. It is a mode of
communicationust as important as the other modes like speaking, reading, and writing. It is sad to note,
however, that this mode has been observed to be the most neglected area in teaching English towards
communicative competence. This is lamentable considering that we spend most of our waking hours
communicating the greatest portion of which is spent in listening. In today’s world, which is fast turning into
a global village and where communication is highly developed, the demand to sharpen our listening power
is high.

Active Listening Skill

What is active listening, and why is it important for your career?

o Active listening is the process by which an individual secures information from another individual or group.
o It involves paying attention to the conversation, not interrupting, and taking the time to understand what

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the speaker is discussing. The “active” element involves taking steps to draw out details that might not
otherwise be shared.
o Active listening is a helpful skill for any worker to develop. It helps you truly understand what people are
saying in conversations and meetings (and not just what you want to hear, or think you hear).
o Active listening is a particularly useful tool to use during job interviews, since it can help you build positive
rapport with your interviewer.

Like critical thinking and problem-solving skills, active listening is a soft skill that’s held in high regard
by employers. When interviewing for jobs, using active listening techniques can show the interviewer how
your interpersonal skills can draw people out.
Active listening redirects your focus from what is going on inside of your head to the needs of your
prospective employer or interviewer. This technique can help reduce your nervousness during an interview.
By placing your focus, through active listening, squarely upon the interviewer, you prove that you:
o Are interested in the organization’s challenges and successes
o Are ready to help them solve work issues
o Are a team player, as opposed to being nothing more than a self-absorbed job candidate.
It’s important to not interrupt, or worse, try to answer the question before you know what the interviewer
is asking.

Examples of Active Listening Responses

It’s often easier to learn by reading examples. Here are some examples of statements and questions
employed with active listening:
• Building trust and establishing rapport: “Tell me what I can do to help.” “I was really impressed
to read on your website how you donate 5% of each sale to charity.”
• Demonstrating concern: “I'm eager to help; I know you're going through some tough challenges.”
“I know how hard a corporate restructuring can be. How is staff morale at this point?”
• Paraphrasing: “So, you're saying that the uncertainty about who will be your new supervisor is
creating stress for you.” “So, you think that we need to build up our social media marketing efforts.”
• Brief verbal affirmation: “I understand that you'd like more frequent feedback about your
performance.” “Thank you. I appreciate your time in speaking to me.”
• Asking open-ended questions: “I can see that John's criticism was very upsetting to you. Which
aspect of his critique was most disturbing?” “It’s clear that the current situation is intolerable for you.
What changes would you like to see?”
• Asking specific questions: “How long do you expect your hiring process to last?” “What is your
average rate of staff turnover?”
• Waiting to disclose your opinion: “Tell me more about your proposal to reorganize the
department.” “Can you please provide some history for me regarding your relationship with your
former business partner?”
• Disclosing similar situations: “I was also conflicted about returning to work after the birth of my
son.” “I had the responsibility of terminating some of my personnel, due to downsizing, over the last
two years. Even if it’s necessary, it never gets easier.”
Key Takeaways
o Active listening is how you take in information from an individual or group.
o This soft skill is in high demand by employers—and can also be a helpful tool during your interviewing
process.
o Try practicing active listening techniques such as establishing rapport, during work-related
conversations and interviews.

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Purposes of Listening

Interactional purposes Transactional purposes

1. The focus is on harmonious 1. The focus is on conveying and language
communication in social contexts. use is message oriented.
2. Interactional uses of language typically 2. Transactional uses of language include
include greetings and small talk that listening to lectures, taking notes, and
center on noncontroversial topics that practicing dictations and cloze exercises
elicit agreement among the participants. that require understanding of details.
3. Interactional uses of language do not 3. Transactional language is explicit, clear,
require careful attention to details and and coherent in order for the listener to
facts. comprehend the meaning of the message.

OTHER PURPOSE OF LISTENING

A. Informational Listening
A listener whose purpose is to acquire information aims to understand the message being conveyed by
the speaker. This type of listening does not require the listener to form judgments or evaluate the validity or
reliability of the information presented. Listening to the teacher’s discussion of scientific concepts in class,
listening to a museum curator explain the significance of a historical artefact during a conference, watching
a video that explains and demonstrates the process of dyeing clothes, are all examples of informational or
comprehensive listening.

B. Critical Listening
Also called evaluative listening, critical listening involves both listening for information and listening
to evaluate the content of the message. One cannot analyze or evaluate something without first
comprehending it. Listeners involved in critical listening may question the validity of the information and form
sound judgments. Critical listening does not necessarily mean criticizing the speaker’s ideas or knowledge
or the way the information was presented. In the case of persuasive speeches, critical listeners may ask
whether the information is convincing enough to be accepted as fact or at least accommodated as part of
their belief system or way of thinking. Critical listening is also important especially when we are subjected to
manipulative persuasion, such as advertisements trying to convince us to buy their products.

C. Empathic Listening
Empathy refers to the ability to understand and feel what the other person is feeling or experiencing.
When we engage in empathic listening, we listen to provide help, advice, or emotional support to a person
in need or someone experiencing problems. Aside from the purpose of helping, empathic listening also
develops and strengthens relationships. Friends and family members use empathic listening to help someone
experiencing a dilemma; counselors and therapists listen empathically to people experiencing difficulties;
and even radio personalities nowadays demonstrate this type of listening to callers who want to share their
problems on air.

D. Appreciative Listening
Compared to the previously discussed types of listening, appreciative listening or listening for
pleasure or enjoyment does not require much focus or attention. When we listen to songs or entertaining
speeches, when we attend musical plays or concerts, and when we listen to friends share amusing stories,
we are listening appreciatively. When we listen for pleasure, we do not have to organize, evaluate, remember,
or retain information.

E. Discrimination Listening
Listening to discriminate sounds and other paralinguistic symbols such as pitch, intonation, and

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volume is essential when we attempt to comprehend the meaning of the message beyond the use of
language. For instance, detectives listen to discriminate whether or not an individual is telling the truth by
finding meaning in one’s rate of speaking or change of tone.

Listening Comprehension and Sub-skills in Listening

Skills Description
Listening for details Listening for specific information (key words and numbers)
Listening for gist Listening for main ideas or for the big picture; called global listening as
the listener listens to get a general idea; most frequently employed skill
Drawing inferences Ability to fill in gaps in the input; listening between the lines
Listening selectively To listen only to specific parts of the input which depends on the purpose
of listening; helps listeners to listen in a more relaxed manner; may lead
to ineffective understanding if the listener`s purpose is colored with
prejudice and bias
Making prediction The ability to anticipate before and during listening what one is going to
hear; clues for making predictions include context, co-texts and visual
input; listeners tend to listen more purposefully and attentively when they
make predictions because they want to find out if they have predicted
correctly

Listening Techniques and Strategies

COGNITIVE STRATEGIES: Mental activities related to comprehending and storing input in working memory
or long-term memory for later retrieval.
1. Inferencing (filling in missing information)
use contextual clues
use information from familiar content words
draw on knowledge of the world
apply knowledge about the target language
use visual clues
2. Elaboration (embellishing an initial interpretation)
draw on knowledge of the world
draw on knowledge about the target language
3. Prediction (anticipating the contents of a text)
anticipate global contents (global)
anticipate details while listening (local)
4. Contextualization (relating new information to a wider context)
place input in a meaningful context (social, linguistic)
find related information on hearing a key word
relate one part of a text to another
5. Visualization (forming a mental picture of what is heard)
imagine scenes, events, objects, etc. (being described)
mentally display the shape (spelling) of words
6. Reconstruction (using words heard to create meaning)
reconstruct meaning from words heard
reconstruct meaning from notes taken

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METACOGNITIVE STRATEGIES: Those conscious or unconscious mental activities that perform an

executive function in the management of cognitive strategies

1. Pre-listening preparation (preparing mentally for a listening task)

preview contents
rehearse sounds of potential content words
2. Selective attention (noticing specific aspects of input)
listen to words in groups
listen for gist
listen for familiar content words
notice how information is structured (e.g. discourse markers)
pay attention to repetition
notice intonation features (fall and rise tones)
listen to specific parts of the input
pay attention to visuals and body language
3. Directed attention (avoiding distractions)
concentrate hard
continue to listen in spite of difficulty
4. Comprehension monitoring (checking/confirming understanding while listening)
confirm that comprehension has taken place
identify words or ideas that are not understood
check current interpretation with context of the message
check current interpretation with prior knowledge
5. Real-time assessment of input (determining the value of specific parts of the input)
assess the importance of problematic parts that are heard
determine the potential value of subsequent parts
6. Comprehension evaluation (checking interpretation for accuracy, completeness, and acceptability after
listening)
check interpretation against some external sources
check interpretation by drawing prior knowledge
match interpretation with the context of the message

SOCIAL AFFECTIVE STRATEGIES: “activities consciously chosen by learners forth purpose of regulating
their own language learning (Griffiths, 2010)

1. Cooperation (asking the speaker for help)

ask for repetition
ask for explanation/clarification
use Cooperation paraphrase to verify interpretation
2. Confidence building (encouraging oneself)
tell oneself to relax
use positive self-talk

METHODS OF TEACHING LISTENING SKILLS

Effective, modern methods of teaching listening skills encompass everything from interactive
exercises to multimedia resources. Listening skills are best learned through simple, engaging activities that
focus more on the learning process than on the final product. Whether you are working with a large group of
students or a small one, you can use any of the following examples to develop your own methods for teaching
students how to listen well.

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1. Interpersonal Activities
One effective and nonthreatening way for students to develop stronger listening skills is through
interpersonal activities, such as mock interviews and storytelling. Assign the students to small groups of two
or three, and then give them a particular listening activity to accomplish. For example, you may have one
student interview another for a job with a company or for an article in a newspaper. Even a storytelling activity,
such as one that answers the question "What was your favorite movie from last year?" can give students the
opportunity to ask one another questions and then to practice active listening skills.

2. Group Activities
Larger group activities also serve as a helpful method for teaching listening skills to students. You
can begin with a simple group activity. For the first part, divide students into groups of five or larger and
instruct them to learn one hobby or interest of at least two other group members. Encourage them to ask
clarifying questions during the activity, and you may allow them to take notes if helpful. However, as time
passes and their skills grow, you should limit students to only writing notes after the completion of the first
part of the group activity. For the second part, have the students sit in a large circle, and then have each
individual student share the name and the hobby or interest of the group members that she or he met. This
second part of the group activity can also lend itself to additional listening exercises. For example, you may
ask students to name a number of the hobbies and interests identified during the sharing session.

3. Audio Segments/songs
You can also teach listening skills through audio segments of radio programs, online podcast,
instructional lectures and other audio messages. You should model this interactive listening process in class
with your students, and then instruct them to repeat the exercise on their own. First, instruct students to
prepare for listening by considering anything that they will want to learn from the content of the audio
segment. Once they have written down or shared these ideas, then play the audio segment, allowing the
students to take notes if helpful. Once they have gained confidence and experience, repeat this activity but
instruct students to not take notes until the completion of the audio segment. You can use shorter or longer
audio segments, and you can choose more accessible or more challenging material for this type of exercise.

4. Video Segments
Another helpful resource for teaching listening skills are video segments, including short sketches,
news programs, documentary films, interview segments, and dramatic and comedic material. As with audio
segments, select the portion and length of the video segment based on the skill level of your students. With
your students, first watch the segment without any sound and discuss it together. Encourage the students to
identify what they think will be the content of the segment. Then, watch the segment again, this time with
sound, allowing students to take notes if helpful for their skill level. After the completion of the video segment,
you can have students write a brief summary of the segment, or you can take time to discuss as a group how
the segment compares with the students' expectations.

Approaches in Teaching LISTENING

Top-Down Process Bottom-Up Process

Meaning It refers to the application of It refers to a process by which sounds
background knowledge to facilitate are used to build up increasingly larger
comprehension. units of information, such as words,
phrases, clauses and sentences before
the aural input is understood.
Skills Listening for the main idea; Listening for specific details;
predicting; drawing interferences; recognizing cognates and word-or der
summarizing patterns
Exercises o Use key words to construct o Identify which modal verbs

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schema of a discourse occurred in a spoken text

o Infer the setting for a text o Recognize the order of words that
o Infer causes or effects occurred in an utterance
o Anticipate questions related to o Distinguish the positive and the
the topic or situation negative statements
o Recognize the time reference of an
utterance

TOP-DOWN LISTENING ACTIVITIES

Do you ever get your students to predict the content of a listening activity beforehand, maybe using
information about the topic or situation, pictures, or key words? If so, you are already helping them to develop
their top-down processing skills, by encouraging them to use their knowledge of the topic to help them
understand the content. This is an essential skill given that, in a real-life listening situation, even advanced
learners are likely to come across some unknown vocabulary. By using their knowledge of context and co-
text, they should either be able to guess the meaning of the unknown word, or understand the general idea
without getting distracted by it.

Other examples of common top-down listening activities include putting a series of pictures or
sequence of events in order, listening to conversations and identifying where they take place, reading
information about a topic then listening to find whether or not the same points are mentioned, or inferring the
relationships between the people involved.

BOTTOM-UP LISTENING ACTIVITIES

The emphasis in EFL listening materials in recent years has been on developing top-down listening
processes. There are good reasons for this given that learners need to be able to listen effectively even when
faced with unfamiliar vocabulary or structures. However, if the learner understands very few words from the
incoming signal, even knowledge about the context may not be sufficient for her to understand what is
happening, and she can easily get lost. Of course, low-level learners may simply not have enough vocabulary
or knowledge of the language yet, but most teachers will be familiar with the situation in which higher-level
students fail to recognize known words in the stream of fast connected speech. Bottom-up listening activities
can help learners to understand enough linguistic elements of what they hear to then be able to use their
top-down skills to fill in the gaps.

The following procedure for developing bottom-up listening skills draws on dictogloss and is designed
to help learners recognize the divisions between words, an important bottom-up listening skill. The teacher
reads out a number of sentences and asks learners to write down how many words there would be in the
written form. While the task might sound easy, for learners the weak forms in normal connected speech can
make it problematic, so it is very important for the teacher to say the sentences in a very natural way, rather
than dictating them word-by-word.

Materials and Resources in Teaching LISTENING

5 TYPES OF AUTHENTIC LISTENING MATERIALS

1. Public Announcements
One way to bring authentic listening activities into your classroom is to record a listening text in a public
place. This type of listening text will have audible distractions and interference while still presenting
identifiable information to your students. Try recording an announcement on a bus, subway or plane. Then
prepare your students before listening by telling them the context and ask them what they expect to hear.
Play the recording for your students multiple times, and then ask them to answer questions about what they
heard.

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2. Weather Forecasts
Allow students to listen to a radio weather forecast. This will challenge them to understand content
without visual clues. Apply this information by planning activities for the day or choosing what clothing to
wear.

3. Songs
Present students with an incomplete set of lyrics to a popular song. Play the song for the students
challenging them to fill in the blanks of the missing lyrics. You can play the song multiple times. This
challenges students to guess at missing information in what they hear. Of course, once their lyrics are
complete play the song again and give them the opportunity to sing along.

4. Radio Commercials
Radio Commercials can be used for a variety of activities. They are especially useful if they are by local
and nonprofessional radio personalities. These texts will give students exposure to realistic pronunciation,
intonation and speed. You can play a selection of commercials for them and ask them to write down particular
information, or you can ask them to match various commercials with pictures of the people who recorded
them.

5. Conversations
Take your students into situations where many groups of people are talking at the same time, a party or
cafeteria for example. Ask your students to “eavesdrop” on four conversations just enough to note the topic
of conversation. Ask students to comment on if they would like to join in each of the conversations. What
would they say? This will expose students to varieties in style and also challenge them to guess at missing
information in the conversations.

Supplementary learning material on different types of listening materials can be access in this link,
https://core.ac.uk/download/pdf/6454119.pdf

Assessment in Teaching LISTENING

HOW ARE LISTENING SKILLS ASSESSED?

Listening tests typically resemble reading comprehension tests except that the student listens to a
passage instead of reading it. The student then answers multiple-choice questions that address various
levels of literal and inferential comprehension. Important elements in all listening tests are (1) the listening
stimuli, (2) the questions, and (3) the test environment.

The listening stimuli should represent typical oral language, and not consist of simply the oral reading
of passages designed to be written material. The material should model the language that students might
typically be expected to hear in the classroom, in various media, or in conversations. Since listening
performance is strongly influenced by motivation and memory, the passages should be interesting and
relatively short. To ensure fairness, topics should be grounded in experience common to all students,
irrespective of sex and geographic, socioeconomic, or racial/ethnic background.

In regard to questions, multiple-choice items should focus on the most important aspects of the
passage -- not trivial details -- and should measure skills from a particular domain. Answers designated as
correct should be derived from the passage, without reliance on the student's prior knowledge or experience.
Questions and response choices should meet accepted psychometric standards for multiple-choice
questions.

An alternative to the multiple-choice test is a performance test that requires students to select a
picture or actually perform a task based on oral instruction. For example, students might hear a description

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of several geometric figures and choose pictures that match the description, or they might be given a map
and instructed to trace a route that is described orally.

The testing environment for listening assessment should be free of external distractions. If stimuli
are presented from a tape, the sound quality should be excellent. If stimuli are presented by a test
administrator, the material should be presented clearly, with appropriate volume and rate of speaking.

Feedbacking in Assessing LISTENING

TIPS FOR PROVIDING FEEDBACK

Here are some "tips" that will help you respond appropriately during active listening. In general, you
should use language that:
❖ Objectively describes another person's message, behavior, or situation. Feedback must be specific
rather than general.
❖ Describes how the other person's behavior, message, or situation concretely affects your life.
Feedback must be directed toward something the receiver can do to change the situation. Frustration
results when a person is reminded of shortcomings over which he or she has no control.
❖ Describes your own feelings and avoids evaluative language. By describing your own reactions, an
individual is free to use, or not use, the feedback you offer. Avoiding evaluative language reduces
the likelihood that an individual will react defensively. Feedback must take into account the needs of
both the giver and the receiver.
❖ Describes what you want the other person to do. For example, offer an explanation, change behavior,
or provide suggestions for solving a problem.

What are some tips to help teachers develop students’ listening skills?
An effective teacher is aware that students are not always able to develop oral comprehension skills
on their own; without additional supports listening, by itself, is not enough to develop better listening skills.
Here are several activities a teacher can employ to facilitate the development of listening skills

1) Promote active listening: giving the students something to listen for ensures that they are involved
in the task. Exercise sheets are another tool that promotes active listening.
2) Identify listening strategies: give the students tools to guide their listening; such as, looking for
specific information, identifying predictable words or phrases, or discussing what they expect in
certain forms of speech; such as, newscasts or advertisements.
3) Selecting the most appropriate strategy for presenting the lesson; for example, using a top
down (general meaning, summarizing) or bottom up (cognates, specific words, word order patterns)
approach.
4) Allow the students to hear as much of the target language as possible while using a variety
of teaching methods; for example, sometimes using visual cues, at other times not.
5) Use authentic materials; for example, a lecture or a radio announcement in the target language, to
help students become accustomed to different accents and to a realistic pace of speech.
6) Ensure the students know the goals of the listening task: is the goal to understand what’s being
said, to decide whether to keep listening or to obtain specific information?
7) Provide opportunities for reflection and discussion. So, students can share what was heard,
what was learned and methods they employed to better understand what was said.
8) Organize pre-listening activities, such as providing students with relevant vocabulary, reading a
related text, looking at a related image or clarifying necessary cultural information etc.
9) Be sure to check level of the listening exercise beforehand to ensure it is an appropriate level
for the students.

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LEARNING ACTIVITY 1

Name: ___________________________________________ Student No. _______________________

(Surname, Given Name, MI)

Note: Upon submitting your activity, follow this name format: SG4_Learning Activity 1
Instructions: Discuss some ideas by answering the following questions. Explain and/or give examples. Be
guide by the rubric below. 5 points will be given for each item.

1. Do you think asking questions help students prepare for listening? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. What will you do with students who still don't get anything from a listening passage after listening multiple
times?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Some tips to help teachers develop students’ listening skills were introduced above. Which one do you
think is the most useful? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. As a future educator, to what extent do you think you can utilize group work in doing Listening activities?
How do you envision this? Explain.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. How important is it to engage students in listening activities? Explain.

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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LEARNING ACTIVITY 2

Name: ___________________________________________ Student No. _______________________

(Surname, Given Name, MI)

Note: Upon submitting your activity, follow this name format: SG4_Learning Activity 2

Learning Activity: Pair Making Learning Plan in Teaching Listening (focusing on Completeness,
Appropriate Approach Used, and Facilitative Process). Focusing on the Listening Comprehension, identify
a Grade Level (from 6-12) and construct a learning plan. Be guided with the English Curriculum Guide and
MELCs provided below.

https://dcpnhs.net/wp-content/uploads/2020/06/English-MELCs.pdf
www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf

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REFERENCES

Active Listening Definition, Skills, and Examples. Retrieved at

https://www.thebalancecareers.com/active-listening-skills-with-examples-2059684

Purposes of Listening. Retrieved at https://www.elcomblus.com/purposes-of-listening/

https://www.teachingenglish.org.uk/article/listening-top-down-and-bottom

https://www.scribd.com/document/537957103/Chapter-IV-The-receptive-macro-skills

Assessing Listening and Speaking Skills. ERIC Digest. Retrieved at https://www.ericdigests.org/pre-

923/speaking.htm

Authentic Listening. Retrieved at https://busyteacher.org/4945-authentic-listening-what-esl-materials-

lack-and.html

Teaching Listening. Retrieved at https://www.scribd.com/document/46920118/Teaching-Listening

Feedback in Active Listening. Retrieved at

http://tutorials.istudy.psu.edu/activelistening/activelistening4.html

Methods of Teaching Listening Skills. Retrieved at. https://www.theclassroom.com/assess-listening-

skills-6385739.html

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