ERIC Number: EJ1333805
Record Type: Journal
Publication Date: 2022-May
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1362-1688
EISSN: N/A
Effects of Narrow Listening on ESL Learners' Pronunciation and Fluency: An 'MP3 Flood' Programme Turning Mundane Homework into an Engaging Hobby
Language Teaching Research, v26 n3 p434-454 May 2022
While most empirical studies have investigated the improvement of learners' L2 spoken proficiency via speaking-related interventions, the present study examined the same topic through a different modality: listening. Ninety-five first-year tertiary-level students of English as a second language (ESL) in Hong Kong participated in this three-month experiment. They were separated randomly into three groups: (A) narrow listening with latitude for learners to choose their own materials; (B) narrow listening without such latitude; and (C) a control group without narrow listening. All participants attended a compulsory course on English phonology. Narrow listening was set as homework for the two experimental groups A and B. The overall results indicated that groups A and B improved significantly more than group C in pronunciation and fluency in reading aloud, performing a dialogue, and free production. There were also differences between group A and B in these tasks. The participants were generally highly positive about the narrow listening set as homework. This article ends with a discussion of the findings from theoretical and pedagogical perspectives.
Descriptors: Language Fluency, Second Language Learning, Second Language Instruction, English (Second Language), Homework, Comparative Analysis, Language Proficiency, Intervention, Speech Communication, Teaching Methods, Undergraduate Students, Listening Skills, Pronunciation, Linguistic Input, Linguistic Theory, Foreign Countries, Language Variation, North American English, Vowels, Phonemes, Suprasegmentals, Oral Language
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong; United Kingdom
Grant or Contract Numbers: N/A