English journal

The Impact of Using Audio Recordings on Improving Secondary

School Students’ Listening Skills

Hoda Adel Farouk,

Menna Mahmoud Mohamed,

Doaa Mohamed Fathy,

Rawan El-sayed Mohamad,

Salma Mohamed Ibrahim Mohamed,

Salwa Kamal El-sayed,

Basma Basem Fathy,

Supervisor:

Dr. Hanan Nabil

PhD in Linguistics

Ain Shams University Faculty of Education

Program: Bachelor in Arts and Education (Preparatory and Secondary)

specializing in English Language and Literature
TABLE OF CONTENTS

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objectives of the Study

1.4 Definition of Terms

1.5 Questions Of the Study

CHAPTER TWO: LITERATURE REVIEW

2.1 The Listening Process

2.2 The effect of using audio recording

2.3. An Empirical analysis of Audio-Visual Teaching and Network Multi-Modal

Learning Environment Theory for English Majors. Journal of Environmental and Public
Health, 2022, 1-9

2.4 The Effect Of Using Audio Files On Improving Listening Comprehension ( Kamran
Mohamadkhani)

CHAPTER THREE: Theoretical Framework

3.1 Communicative competence

3.2 Importance of communicative competence

3.3 The input hypothesis

3.4 The hypothesis of input plays a pivotal role

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3.5 Potential shortcomings of the input hypothesis

3.6 Top down and bottom up strategies

CHAPTER FOUR: Methods of the Research and Tools used

4.1 The first experiment

4.2 The second experiment

4.3 The instruments

CHAPTER FIVE:CONCLUSION AND RECOMMENDATIONS

5.1 Conclusion, Recommendations, and Direction for Further Study

References

5.2 APPENDIX

5.3 List of diagram(p.17,18)

5.4 List of questionnaire(P.19:27)

5.5 pictures (p.29)

Acknowledgment

We extend our heartfelt appreciation to our esteemed teacher,Dr: Hanan Nabeel, for her invaluable
guidance, unwavering support, and compassionate demeanor towards us. We are deeply grateful for her
exceptional assistance and kindness. Additionally, we wish to express our profound gratitude to our
exceptional team members who exhibited remarkable dedication and performed admirably. Furthermore,
we would like to extend our special thanks to the students and staff of Khalifa Mamon Secondary School for
Languages, particularly Mr. Ashraf, for their remarkable efforts and collaborative spirit in facilitating the
successful completion of our project. The unwavering support and boundless love from our families also
deserve our heartfelt thanks. We are immensely grateful to every individual who contributed to our project.

3
Abstract
The research extensively examines the critical role of listening comprehension in language learning. It
delves into the theoretical framework of the Input Hypothesis by Krashen, emphasizing the importance of
exposing learners to language input slightly above their current proficiency level to enhance listening skills.

The study investigates the efficacy of integrating audio materials sourced from the internet to foster
students' listening abilities. Furthermore, it discusses the stages of the listening process, including
understanding and remembering. Then the impact of recent technological advancements on language.

The research aims to offer valuable insights to educators looking to optimize their teaching
methodologies, particularly in promoting effective listening skills. Through a comprehensive exploration
of strategies and techniques, this study seeks to contribute to the discourse on enhancing language
comprehension and communicative competence in educational settings.

Key Words:
Communicative competence- input hypothesis- listening skill-audio recordings -Technological
Advancements.

4
5
1. Introduction: new information, partake in meaningful dialogues,
and adapt to evolving circumstances.
1.1 Background of the study
Languages can be categorized into distinct 1.2 Statement of the Problem
groups, namely the "productive group" which Most of the foreign language instruction continues
involves speaking and writing, and the "receptive to rely heavily on rote memorization and the
group" which includes listening and reading. repetition of meaningless exercises,the traditional
Consequently, most Second Language (SL) learners teaching model involves teachers lecturing most of
concentrate their efforts on the former group, the time and students taking notes with little
neglecting the importance of the latter. Historically, classroom discussion. What’s more, the
the skill of listening has not been duly recognized comparatively dull test-driven teaching style makes
and has often been considered a "passive skill." It students not willing to participate in classroom
may appear illogical to overlook the development discussions. As a result,
of listening skills, especially considering that a
substantial portion of our daily communication 1.3 Objectives of the Study
entails listening, alongside speaking. While the Throughout this investigation, we will explore
intricacies of listening comprehension are not yet methodologies to effectively instill listening
entirely comprehended, researchers acknowledge comprehension skills in language learners within
that listening entails an interplay of various forms of educational settings.
knowledge and skills, the intention behind The focal point of this study revolves around
listening, decision-making processes, and more. enhancing students' listening abilities through the
Listening plays a pivotal role in the process of utilization of audio recordings sourced from the
maturation because comprehension of a language internet.
significantly facilitates the enhancement of other The primary objectives of this research endeavor
language skills. Nevertheless, due to the complexity are to delineate specific strategies for teaching
of the process, non-native language learners may listening skills using podcasts and to elucidate the
struggle to attain the same level of listening progress observed in students' listening proficiencies
comprehension proficiency as native speakers. through the integration of audio recordings into
Therefore, it is imperative for language educators to their learning processes.
assist students in cultivating effective listening skills This research paper aims to explore how teachers
and strategies, as this enables them to grasp intricate can enhance students' listening skills by utilizing
concepts, instructions, discussions, and strategies and techniques that focus on
presentations. Consequently, this leads to enhanced comprehension.
understanding, memory retention, and, improved Additionally, the paper will delve into theoretical
academic performance. The capacity to actively frameworks such as Krashen's Input Hypothesis and
listen is fundamental for perpetual learning across the communicative competence hypothesis.
one's lifespan, enabling individuals to assimilate Krashen's theory emphasizes the importance of
comprehensible input, which includes language

6
that students can mostly understand with some meaning and successfully carry out social
challenging elements to facilitate learning. tasks through extended interactions,
The project will also discuss the practical analyses demonstrating both proficiency and ease.
of the Impact of Using Audio Recordings, there are This definition is a culmination of various
audio recordings and podcasts which will explore perspectives found in research literature
factors that influence listening comprehension. The dating back to the 1960s.
research will culminate in a data analysis that further • The input Hypothesis suggests that learners
substantiates the significance of enhancing students' need to understand language input that is
listening skills within the classroom. By slightly more advanced than what they
investigating the impact of various strategies and already know. This input should contain
techniques on students' listening abilities, this linguistic elements that are just beyond their
research aims to provide valuable insights for current level of competence. The input
educators seeking to optimize their teaching hypothesis is one of the main ideas in
practices. The findings of this study will contribute Krashen’s theories of language learning. It
to the ongoing discourse on the importance of suggests that we acquire language by
promoting effective listening skills among students. receiving “comprehensible input” –
messages in the target language that we can
1.4 Definitions of Terms understand, even if we don’t know every
• Listening: The act of listening is an intricate word or grammar rule. Krashen believes
process involving auditory discrimination, that successful language learning happens
aural grammar, the selection of necessary when we receive input that is a little bit
information, its memorization, and the more challenging than what we’re already
subsequent integration of that information comfortable with, often referred to as “i +
into the cognitive process between sound 1” (i = current level, +1 = one step beyond).
and form.
• Listening Comprehension: In the field of 1.5 Questions Of the Study
linguistics, listening comprehension is 1. How often do teachers prioritize effective
defined as an interactive process whereby listening strategies in the classroom, and what
listeners engage in constructing meaning. difference could it make if they did?
The greater the exposure of learners to 2. Can implementing specific techniques like
spoken English, the greater their ability to lead-ins, preteaching, and listening for gist
recognize the various elements that significantly enhance students' comprehension
comprise its pitch, intonation, stress, and engagement?
redundancy, and clusters. 3. What if there was a proven method to
• Communicative Competence refers to the empower both teachers and students to
capacity to effectively and appropriately improve listening skills and academic
utilize language within a specific cultural achievement simultaneously?
context. It involves the ability to convey

7
4. Could strong listening skills be the are crucial for academic success and personal
foundation for students to reach their full development.
potential in academics and life in general?
2.Literature Review
Hypothesis: The language comprises four distinct language
skills, namely reading, writing, listening, and
1. Teachers often prioritize effective listening speaking. Reading and listening skills are
strategies in the classroom to foster better categorized as receptive skills or input, whereas
understanding and communication among writing and speaking skills are considered
students. By doing so, they can create a more productive skills or output. These four skills hold
inclusive and supportive learning environment significant importance in the realm of education for
where students feel heard and valued. students. The ability to write effectively is closely
linked to a strong foundation in reading, while
2. Implementing specific techniques like lead- proficiency in speaking is dependent on possessing
ins, preteaching, and listening for gist can good listening skills.
significantly enhance students' comprehension Listening is a crucial aspect, as it constitutes a
and engagement. Lead-ins help activate prior substantial portion of our communication time in a
knowledge, preteaching provides context, and given language. Furthermore, the time spent
listening for gist encourages students to grasp listening to various sources, such as speeches, music,
the main idea, leading to deeper news, lectures, and online platforms like YouTube,
understanding. cannot be overlooked. Recent technological
advancements have notably emphasized the
3. If there were a proven method to empower significance of listening skills in the domain of
both teachers and students to improve listening language instruction.
skills and academic achievement
simultaneously, it could revolutionize 2.1 The listening process
education. Such a method would enhance According to Helgesen (2003), Tyagi (2013)
students' ability to absorb information outlined the four stages of the listening process as
effectively while empowering teachers to follows:
facilitate learning more efficiently. • Understanding: This initial stage requires the
listener to engage in the comprehension of
4. Hone listening skills could indeed be the key auditory input by decoding and interpreting
to unlocking students' full potential in various sounds and words to grasp the conveyed
subjects and real-world situations. Effective message.
listening is essential for understanding • Remembering: The subsequent stage
instructions, processing information, and involves the audience's effort to categorize
engaging in meaningful discussions, all of which and store information from the speaker,
which contributes to memory formation for

8
 future retrieval. This process occurs both and grasp information presented in classrooms or
during and after the speaker's presentation, lectures. This deficiency can detrimentally affect
facilitating the later recall of details related their academic performance, leading to challenges
to individuals, objects, and occurrences. in understanding course content and completing
• Evaluating: In this phase, the listener engages assignments. Leveraging audio recordings can serve
in a critical assessment of the information as a valuable strategy to enhance students' listening
received, considering aspects such as its proficiencies, fostering greater engagement in
relevance, reliability, and credibility. learning, and facilitating improved comprehension
• Responding: The final stage demands the of academic material.
listener generate a response or reaction to
the information obtained, which may 2.2 The effect of using Audio recordings
involve cognitive processes like The listening skill is considered one of the most
contemplation, idea formulation, and crucial abilities for acquiring proficiency in the
inquiry. English language. According to Tsany (2021), the
utilization of audio as an instructional tool provides
In the article by Kamran Mohamed Khani, a students with a more effectively contextualized
specific method was employed. With 34 students learning encounter. This, in turn, facilitates the
participating in twenty sessions, they were divided application of acquired listening skills in their
into two groups, each comprised of 17 students. everyday interactions. Tsany further highlights that
The instructional tools utilized included a projector the listening materials can encompass content from
and PowerPoint. Each session commenced with various media sources or audio recordings.
the introduction of new vocabulary, followed by a The accessibility of audio recordings for students
reading passage and a grammar component, all of with differing language proficiencies has undergone
which were elucidated through the use of audio and significant transformations in recent times.
video resources. Upon the conclusion of the lesson, Engaging with authentic spoken content on a
the instructor would pose a spontaneous question regular basis is paramount for the enhancement of
based on the students' attentiveness to the audio and one's listening aptitude and the acquisition of
video materials. accurate English-speaking skills.
An empirical investigation was carried out by
The outcomes derived from this methodology Yuanyuan Gao, a faculty member from the English
demonstrated the significant impact of Department at Chengzhi University, China, to
incorporating audio files in educational settings, evaluate the effectiveness of employing audio
particularly in enhancing students' listening recordings. After a period of three months utilizing
comprehension abilities and pronunciation skills. various listening strategies, 68.75% of the
Listening, a fundamental yet often neglected skill participants displayed a readiness to engage in
within the realm of education, plays a crucial role listening practice independently. Furthermore,
in the learning process. Regrettably, numerous 72.92% of the students showed an affinity for the
high school students struggle to effectively listen to, English language and found the diverse listening

9
methods to be stimulating. Moreover, 70.83% of 1. The comprehension of communication patterns
the participants mentioned that the different is paramount, encompassing not only the ability to
listening approaches were captivating and indicated communicate effectively but also an understanding
a heightened interest in English learning. of the underlying rationales for specific
Additionally, 56.3% of the students expressed a communication practices. By observing and
curiosity about delving deeper into the lives and analyzing communication behaviors in real-life
cultural customs of English-speaking individuals settings, individuals can gain insights into the
following the multi-modal listening instruction. practical applications of communication concepts.
Integrating experiential learning with theoretical
Audio recordings serve as a potent instrument for knowledge equips individuals with the necessary
enhancing the listening capabilities of high school skills for competent communication.
students. By replaying and repeatedly listening to 2. Proficiency in communication skills is
these recordings, students can familiarize influenced by a combination of physiological and
themselves with the content and gain a deeper psychological factors. Variables such as age,
comprehension of the subject matter. Furthermore, maturity, and communication aptitude can impact
audio recordings can complement lectures, an individual's communication efficacy. Moreover,
enabling students to revisit missed or overlooked emotional state, stress levels, personality traits, and
material. Lastly, leveraging audio recordings can aid communication apprehension all contribute to
students in honing their active listening skills, determining one's communication competence.
fostering increased engagement in the learning These factors can either facilitate or hinder the
process. application of knowledge in actual communication
scenarios. For instance, even if an individual
3. Theoretical framework possesses knowledge of effective public speaking
techniques, anxiety may inhibit the effective
utilization of this knowledge.
3.1 Communicative Competence
3. Adaptability to diverse environments is crucial
The concept of 'Communicative Competence'
to communication competence, as it is not a
was originally introduced by Hymes in the mid-
uniform concept but varies across social and cultural
1960s. Since its inception, this concept has gained
contexts. Social elements such as status and power
popularity among educators, researchers, and
dynamics can influence perceptions of competence.
individuals with an interest in language.
In situations where power differentials exist, the
Before delving further into this approach, it is
individual with higher authority often dictates the
crucial to comprehend the meaning of competence.
standards of competent communication. Cultural
Competence encompasses an individual's
aspects like race and nationality also shape
knowledge of effective and appropriate
perceptions of competence. For instance, a
communication patterns, as well as their capacity to
Taiwanese woman proficient in English as a second
utilize and adapt this knowledge across diverse
language may receive accolades for her language
contexts.
skills in specific contexts.

10
 including grammar, vocabulary, and
Littlewood (1981) asserts that possessing pronunciation.
communicative proficiency is not a novel concept
in language education, as it aligns with the 3.2 Importance of Listening in
objectives of other methodologies such as Communicative Competence:
situational or audio-lingual approaches. The Second-language learners can benefit from
communicative approach is grounded in the actions viewing and reviewing audiovisual recordings of
taken within the educational setting and the their own communicative interactions. These can
practical communicative value it should possess. be videotapes or visual hypermedia software. They
Integration of authentic listening experiences is a can also model interactions by native speakers. In
key feature of such pedagogical approaches. learning how to make requests, for example,
students can participate in pair work as part of their
The distinction between competence (linguistic function-building exercise. They can also film their
competence) and performance was initially actual performance to collect data for analysis. The
introduced by Chomsky, highlighting a theoretical data should encompass a diverse range of scenarios
difference between the two. Competence is often in which requests are made or received,
defined as an underlying ability that is presumed to encompassing factors such as the social status and
exist, while performance is seen as the observable roles of the interlocutors, the degree of imposition
manifestation of this ability. inherent in the act of making the request, and so on.
When aiming to develop proficiency in listening Through a detailed examination of their recordings
skills in a second language, it is essential to prioritize and an introspective analysis, students will have the
flawless communication as a fundamental human opportunity to reflect on the linguistic choices they
requirement. This emphasis on communication lies made when formulating requests (grammatical
at the heart of the communicative competence competence). To assess the students’ performance,
approach. Effective conversation hinges on the the teacher can then play a video clip that shows
interaction between speakers and listeners. Any model performances by native speakers of the target
breakdown in either element can disrupt the flow language. This will enable the students to observe
of conversation and impede mutual understanding. how their communicative performance of requests
Therefore, the acquisition of listening skills is compares with that of native speakers. The students
rendered ineffective. will be able to review their grammatical accuracy in
use and learn more about the sociocultural
The communicative competence hypothesis, on appropriateness of the communicative event.
the other hand, highlights the ability to use Moreover, the nature of audio-visual materials
language effectively and appropriately in different permits the examination of nonverbal
contexts to achieve communicative goals. This communication, both between native speakers and
involves not only grammar and vocabulary between students themselves (Erickson, 1996),
knowledge but also linguistic competence, which is an essential aspect of the development of
L2 sociolinguistic competence.

11
 It is possible for teachers to utilize existing the acquisition–learning hypothesis, the monitor
audiovisual materials such as TV talk shows, TV hypothesis, the natural order hypothesis, and the
dramas, or movies as an aid to the learning process. affective filter hypothesis. The inception of the
these are valuable visual and auditory stimuli for the input hypothesis dates back to its initial publication
students, and there is much to be gained through in 1977, laying the groundwork for the concept of
reflective analysis of their own communicative Comprehensible Input (CI).
performance and recognition of the differences The Input Hypothesis, also recognized as the
between it and the way native speakers of their Comprehensible Input hypothesis, stands as a
target language perform. fundamental tenet within Krashen's theoretical
Linguistic competence pertains to the framework, accentuating the significance of
understanding and application of grammatical exposing learners to input slightly beyond their
structures, vocabulary, and pronunciation in current level of comprehension. This approach
generating accurate and meaningful linguistic ensures that students can grasp the essence of the
expressions. Sociolinguistic competence involves information presented to them, even if they do not
recognizing the contextual use of language and comprehend every individual word.
adjusting communication strategies based on Krashen posits that learners require time to
variables like listener rapport, formality, and transition from receiving input to producing
cultural norms. Pragmatic competence involves language, acquiring linguistic competence
utilizing language effectively to accomplish specific primarily through understanding messages. This
communicative objectives, encompassing transitional phase, often termed as "the silent
comprehension and execution of various speech period," does not have a fixed duration according to
acts (e.g., requests, greetings, apologies) to convey Krashen. While some learners may swiftly exhibit
intended messages. results after engaging with comprehensive input,
others might take an extended period or fail to
3.3 The input hypothesis demonstrate the desired outcomes. Krashen
Stephen D. Krashen, born on May 14, 1941, underscores the pivotal roles played by a learner's
serves as a professor emeritus at the University of cognitive abilities and academic environment
Southern California, renowned for his during the silent period. Drawing parallels with
contributions to the field of second-language Chomsky's notion of comprehensible input as a
acquisition through the introduction of various specialized internal language acquisition
hypotheses. mechanism, Krashen advocates for instructional
The theoretical framework of Krashen's Input practices that involve simple questions, continuous
Hypothesis theory can be attributed to the scholarly tense responses, and conditional guidance.
endeavors of linguist Stephen Krashen during the Moreover, Krashen emphasizes that the input
late 1970s and early 1980s. Krashen formulated the should be comprehensible, engaging, and
Monitor Model, a comprehensive theory of second pertinent, rather than strictly adhering to
language acquisition comprising five grammatical sequencing, while also suggesting that
interconnected hypotheses: the input hypothesis,

12
the content should slightly exceed learners' patterns like intonation stress, rhythm, and
comprehension levels. pronunciation. The input hypothesis offers
These considerations segue into a discussion on learners genuine and meaningful listening
the characteristics of the input. materials to aid in the internalization of
Comprehension is deemed as an indispensable these patterns, consequently leading to an
element in language acquisition, as providing enhancement in their listening skills.
incomprehensible input renders the learning
process futile. The input material must be • Expansion of vocabulary and grammar
comprehensive and easily understood by learners to knowledge: Listening to understandable
maximize its efficacy. input enables learners to come across
Interest and relevance play a crucial role in unfamiliar words and grammatical
facilitating language acquisition, as learners engage constructs within a context. The input
more effectively with input that is both interesting hypothesis indicates that learners effectively
and pertinent to their interests. acquire language when exposed to
Krashen warns against organizing teaching understandable input as it facilitates the
materials based on grammatical sequences, arguing establishment of connections between new
that such an approach stifles genuine vocabulary and existing knowledge.
communication and renders the input material
uninteresting. • Diminished anxiety and heightened
Highlighting the necessity for an adequate motivation: Providing learners with input
quantity of input, Krashen asserts that learning a slightly above their current comprehension
new language necessitates not only various exercises level instills a sense of challenge rather than
but also continuous engagement with captivating overwhelming anxiety. Through
and content-rich conversations and readings. meticulous selection and development of
listening materials guided by the input
3.4 The Hypothesis of Input plays a pivotal hypothesis, educators can establish an
role: environment that motivates learners and
• Enhancement of listening comprehension: sustains their drive to enhance their
learners enhance their listening skills listening skills. While Krashen's Input
through exposure to language that surpasses
their current proficiency level. • Hypothesis provides valuable insights into
This necessitates learners to engage with language acquisition by understanding
spoken language that poses challenges in language slightly above the learner's current
terms of vocabulary, grammar, or syntax to proficiency level
advance further.
• Acquisition of natural language patterns:
learners are introduced to various spoken 3.5 Potential shortcomings of the Input
languages to acquire natural language Hypothesis

13
 1. Excessive focus on comprehensible recommendations for educators to enhance
input: their students' listening comprehension.
Neglect of output: The exclusive emphasis
on input overlooks the significance of 3.6 Top down and Bottom up strategies
engaging in speaking practice and Top-down and bottom-up strategies are the two
interactions, essential for enhancing fluency categories into which they fall. Listening for the
and self-assurance. Limited skill main idea, forecasting, making deductions, and
enhancement: While listening abilities may summarizing are examples of top-down
advance, learners might encounter techniques. Bottom-up techniques rely on textual
difficulties in effectively expressing information and include word-order patterns,
themselves. cognates, and attentive listening for specific details.
2. Catering to individual learner The material also offers instructional guidelines for
requirements: effective listening, including being explicit,
Diverse levels of comprehension: Learners listening for important terms, focusing on the
exhibit varying comprehension levels, and structure, and recognizing important phrases or
the concept of "comprehensible input" can markers. The article stresses the value of active
differ among individuals, recognizing their listening and offers strategies for doing so, like
unique needs. Diverse learning preferences: paying attention to the speaker, seeking
Some learners benefit more from interactive clarification, and repeating back what you hear. Use
activities and explicit grammar instruction, of the listener's prior knowledge of the subject,
deviating from the principles of the Input circumstance, or context, the style of text, and the
Hypothesis. language are all components of top-down
3. Passive learning and motivational strategies. It is easier for the listener to understand
aspects:Lack of active involvement: Solely what is being said and predict what will happen next
relying on listening to authentic materials when they are aware of the context. Predicting,
may fail to engage all learners effectively, making inferences, summarizing, and listening to
resulting in passive learning and diminished the main idea are examples of top-down
motivation.Data Integration and Analysis: techniques. These techniques help listeners
4.Practicality in real-world contexts: anticipate what might happen next and
Scarce availability of authentic resources: comprehend the overall meaning of what they are
The accessibility to genuine and captivating hearing. Listening to longer or more complex texts,
materials that align with learners' interests like lectures or presentations, is when these
and proficiency levels might be constrained strategies come in handy. Presenters use a variety of
during the learning process without key phrases or markers to highlight key points
practical application. Discusses the during a conversation or lecture. They could
significance of enhancing listening skills in employ casual markers like, for example.
language acquisition and offers pragmatic

14
 The act of listening encompasses more than just 4. Methods of the Research and Tools
perceiving sounds. It is a complex skill that requires used
an understanding of the different types of listening
The study employs a combination of theoretical
in order to communicate effectively and
and empirical data to enhance listening skills. Two
comprehend information. This article delves into
key theories are covered in the theoretical materials:
the various categories of listening, such as casual
communicative competence theory and Krashen's
listening, focused listening, and appreciative
theory. Furthermore, empirical data was gathered
listening. Each type serves a unique purpose,
via a survey to assess students' viewpoints regarding
ranging from passive enjoyment to actively
the process of listening and its utility.
engaging with the information being conveyed. By
A framework associated with the teaching of
exploring the nuances of these listening styles,
receptive skills, including listening, and reading,
individuals can improve their ability to interpret
was selected. However, the focus was on listening
and respond to spoken language proficiently.
skills, which is essential for understanding and
comprehending language input. The framework
Listening can be divided into three categories:
comprises a lead-in, pre-teaching, listening for gist
attentive listening, appreciative listening, and casual
and listening for details.
listening. When we listen for pleasure, like when
It is commonly used to structure activities aimed
we listen to music or stories, we are said to be casual
at developing and improving listening
listeners. When someone is listening with intent,
comprehension skills as part of language learning.
such as during a lecture, they are maintaining their
Prior to implementing this framework for teaching
seriousness about learning. This is known as focused
listening skills, we conducted a pilot study at a local
listening. When a listener listens with appreciation
school. The traditional approach to teaching
for what the speaker has said, they are engaging in
listening skills involved playing audio and having
appreciative listening. The article also discusses
students answer questions.
some obstacles to effective listening, including
The study involved 15 first-year students, selected
talking nonstop without pausing to listen to others,
at random. Their ages ranged from 15 to 16. The
different kinds of disruptions and obstacles, paying
process involved applying audio to the students,
inattentive attention when listening, not being able
who were then required to listen attentively.
to understand what is being said, and getting
distracted in the middle of a conversation.
4.1 The first Experiment
Additionally, the content offers some advice on
On this day (Wednesday: 27/3/2024), the project
how to become an effective listener, including how
content was applied to second-year secondary
to be receptive to new concepts and information,
school students to evaluate their listening skills.
comprehend vocabulary and word meanings, ask
Initially, difficulties were encountered in playing
the speaker questions to get clarity, make notes on
the audio, but these were eventually overcome.
key points, and listen silently.
The teacher informed the students that they would
be listening to audio and that they would be asked

15
to answer some questions. The teacher then preventing them from encountering any
distributed handouts containing three questions for obstacles.
the students to answer.
The teacher then proceeded to ask the students a The new vocabulary introduced was as follows:
series of questions pertaining to the competition 1. Competition
that Tom had joined, the age of Annie, and 2. Go out
whether Annie enjoyed going to the gym. The The teacher began by presenting the students with
audio was then played for the students to listen to. a series of scenarios to elicit their responses.
The teacher then proceeded to check the answers
with the students but found that the majority of 4.3 The Instruments
them had answered incorrectly. This approach was The data collection instrument was a survey
found to lack depth and often did not effectively comprising a series of yes/no questions. This
develop the students' listening abilities. method was selected as it is one of the most
straightforward ways to gather data in a relatively
4.2 The second Experiment short period of time. The survey was designed to
On that day (Sunday: 31/3/2024), we ascertain whether the students found this method
commenced the process once more, this time with useful. The data from the survey were then sorted,
the same number of students and at the same stage, analysed and displayed in diagrams.
utilizing the same audio material. However, this Table (1): The Questionaire.
time, we employed the framework that had been
previously outlined. No. Question Yes No
The initial stage involves introducing the topic or 1-Did you find it useful
context of the listening activity, with the objective 1 to play an audio in a 93.3%
of preparing learners and activating their classroom?
background knowledge. 2-Was the audio hard to
2 60%
follow?
The teacher posed a series of questions to the 3-Was the teacher helpful
3 100%
students, including: in explaining the audio?
• Do you have any hobbies? 4-Would you like to
• What do you do in your free time? 4 repeat this again inside the 93.3%
This was followed by a brief discussion to engage classroom?
the students. 5-Was the audio long and
• Pre-teaching is the introduction of important 5 80%
boring?
terms or ideas to students before moving on 6-Woud you prefer the
to new content. This method helps students 6 audio instead of the 80%
comprehend the new material by providing reading material?
a foundation upon which to build and 7-Learning new
7 66.6%
vocabulary

16
 did you find it useful to play an was the teacher helpful in
audio in a classroom? explaining the audio?
15
16

10
11

5
6

0
yes no 1

yes no yes no

Diagram1
Diagram2
Q2: all the students found the teacher helpful
Q1: most of the students found that it’s in explaining the audio 15(100%).
useful to play audio in a classroom 14(93.3%).
And one student said no 1(6.6%).

would you like to repeat this

again inside the classroom?
was the audio hard to follow? 15
15

10
10

5
5

0 0

yes no yes no

Diagram4
Diagram3
Q3: 9(60%) students did not agree that the Q4 :14(93.3%) preferred to repeat this again,
while 1(6.6%) preferred not to.
audio was difficult, while 6(40%) students
agreed that the audio was difficult to follow.

17
 Results of the Research

the study's findings relies on the specific

outcomes gathered from the survey. The survey

data, presented in diagrams, offer valuable

Diagram5 information about how students perceive the
Q5: 12(80%) of students didn’t agree,
listening process and its usefulness. By evaluating
1(6.6%) greed,2(13.3%) with no answer.
the survey responses, researchers can gauge the

effectiveness and practicality of the method in

enhancing students' listening skills. The diagrams

provide visual representations of the response

distribution, making it easier to identify any

recurring patterns or trends.

Diagram6
Q6: 12(80%) students preferred audio
materials, while 3(20%) preferred reading The Interpretation of the Results

materials.

relies on the particular outcomes derived from the

survey. The survey, which was analyzed and

depicted through diagrams, offers valuable

understanding into how students perceive the

process of listening and its practicality. Through

examining the survey responses, researchers can

Diagram7 determine the level of effectiveness and usefulness

Q7: 10(66.6%) students learned new that students ascribe to the method in enhancing
vocabulary.
their listening skills. The diagrams serve as visual

representations, illustrating the distribution of

18
responses and emphasizing any discernible patterns provides valuable insights for educators seeking to

or trends. refine their teaching practices. By focusing on

promoting active listening and communicative

Additionally, researchers can compare the results competence, the study will focus on optimizing

of the second experiment, where they used the language learning experiences of the students.

framework, with the findings from the first Ultimately, the document advocates for a holistic

experiment, where they used the traditional approach to language instruction that prioritizes

approach. This comparison can help them listening comprehension as a cornerstone of

understand which method is more effective and language acquisition.

support their conclusions about the benefits of

By delving into the Input Hypothesis theory
using the framework.
proposed by Krashen, the study highlights the

Overall, when interpreting the findings, significance of exposing learners to language input

researchers will carefully examine the survey data, that slightly challenges their current abilities to

look for commonalities or recurring patterns, and enhance listening comprehension. The integration

make conclusions about how well the framework of audio materials in educational settings emerges

improved students' listening skills based on what as a pivotal strategy to improve students' listening

the students themselves said. abilities, as evidenced by the study's findings.

Moreover, the document elucidates the various

5. conclusion & Recommendations stages of the listening process, emphasizing the

critical role of technology in modern language

The research underscores the fundamental
instruction.
importance of effective listening skills in language
5.1 Recommendations
learning and proficiency. Through a detailed
To put into consideration:
examination of methodologies and techniques
Interactive Activities: Include interactive
aimed at bolstering listening skills, the research
exercises to get students interested and improve

19
their listening abilities. Engaging in activities such interactive exercises, a variety of educational

as role plays, listening drills, and group discussions resources, a feedback system, and frequent

can enhance the effectiveness and dynamic nature listening practice. Through the implementation of

of the learning process. these recommendations, educators can establish a

2. Diverse Learning Materials: Make use of a learning environment that is conducive to the

range of audio and video resources in order to improvement of listening comprehension.

accommodate various learning preferences and

styles. Having a variety of resources available to Appendix

them can boost their motivation levels and

listening comprehension.

3. Establish a feedback mechanism that allows

students to offer their opinions on how well the

listening exercises went. This can assist instructors

in customizing their lesson plans to better suit the

needs of their pupils.

4. Regular Practice: Promote regular listening

exercises both within and outside of the classroom.

Give students listening assignments as homework,

or suggest they watch videos or listen to podcasts

in the language they are learning.

Recommendations

The study highlights the critical role that

proficient listening techniques play in language

acquisition. In order to maximize language

learning experiences, it is advised to include

20
21
22
23
24
25
26
27
The teacher was giving some instructions Students engagement in answering the
to students. questionnaire

Students’engagement in answering the

questionnaire.
The teacher was explaining the content of
the audio.

The teacher was giving some instructions

to the students before listening. The teacher was handing out the
questionnaire for students to answer.

28
The teacher was introducing some new

vocabulary to them.

The students listen to the audio .

29
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