Status Quo

1
How to improve your listening while having fun
Francesc Martí Aluja Silvia Guallar
Status Quo
Innovative Proposal
Context of the School
Conclusions
Listening skill difficulties Many EFL learners,
especially those with lower proficiency levels in
the language, find that of all the skills areas
of English, it is listening that is most
difficult for them (Renandya and Farrel
2010) Listening skill and other areas The
cognitive literature reviewed has indicated that
there are links among beliefs, motivation and
strategy use. (Yang 1999) Use of video The use
of video does influence L2 performance, although
there is debate of the extend of the influence,
or whether it is positive or negative. (Wagner
2010) Possible alternative video, as a
medium, enables learners to use visual
information to enhance comprehension. (Hayati and
Mohmedi 2011)

• English skill extra-curricular project MODERN
  FAMILY
• Alternative listening source that will motivate
  the students to do their compulsory projects.
• 4 Tasks to do as homework.
• Individual and groupal feedback.
• Possible peer evaluation
• OBJECTIVES
• To motivate students and to ensure they will
  practice their listening skills
• To test an alternative listening material to
  compare it to the tapes
• ASSESSMENT
• Different rubrics to asses the students work
• Relevant impact on the final mark

• IES CANIGÓ
• State Secondary School
• Multilingual School Catalan, Spanish English
• PROBLEM/QUESTION
• Low level on the students listening abilities
  compared to other English skills.
• GROUP DESCRIPTION
• 4th Eso
• 28 students
• Demotivated
• Low levels of listening
• Traditional listening Methodology
• 1st Baccalaureate
• 27 students

• STRENGTHS
• Alternative and more interesting listening source
• Individual and group feedback will enhance
  students motivation
• Exercises are not true/false or right/wrong, but
  rather creative
• Students can express their opinion
• Uses rubrics and offers peer evaluation as a
  possibility
• Final product (imdb/rotten tomatoes review) that
  has a social impact
• WEAKNESSES
• Dependant on new technologies
• Students background
• Personal preferences
• Risk of plagiarism
• POSSIBLE OUTCOME
• Successful task

REFERÈNCIES

• Hayati, Abdolmajid, and Firooz Mohmedi. "The
  Effect of Films with and without Subtitles on
  Listening Comprehension of EFL Learners." British
  Journal of Educational Technology 42.1 (2011)
  181-92. Web.
• Nation, I. S. P., and J. Newton. Teaching ESL/EFL
  Listening and Speaking. New York
• Routledge, 2009. Print.
• Renandya, W. A., and T. S. C. Farrell. "'Teacher,
  the Tape Is Too Fast!' Extensive Listening in
  ELT." ELT Journal 65.1 (2010) 52-59. Web.
• Wagner, Elvis. "The Effect of the Use of Video
  Texts on ESL Listening Test-taker Performance."
  Language Testing 27.4 (2010) 493-513. Web.
• Yang, Nae-Dong. "The Relationship between EFL
  Learners' Beliefs and Learning Strategy Use."
  System 27.4 (1999) 515-35. Web.