Encouraging Students to Enhance Their Listening Performance (Cómo animar a los estudiantes para que mejoren su desempeño en comprensión oral por sí mismos)
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| Title: | Encouraging Students to Enhance Their Listening Performance (Cómo animar a los estudiantes para que mejoren su desempeño en comprensión oral por sí mismos) |
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| Language: | English |
| Authors: | Hernández-Ocampo, Sonia Patricia, Vargas, Sonia Patricia |
| Source: | PROFILE: Issues in Teachers' Professional Development. Oct 2013 15(2):199-214. |
| Availability: | Universidad Nacional de Colombia. Carrera 30 No. 45-03 Ciudad Universitaria, Bogotá, Colombia. Tel: +571-3165000 Ext.16780; Fax: +571-3165000 Ext.16780 or 16773; e-mail: rprofile_fchbog@unal.edu.co; Web site: http://www.revistas.unal.edu.co/index.php/profile |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Spanish Speaking, English, English (Second Language), Listening Comprehension, Listening Comprehension Tests, Preservice Teachers, Audio Equipment, Audiolingual Methods, Critical Thinking, Decision Making, Improvement, Teacher Role, Second Language Instruction, Independent Study, Peer Evaluation, Student Surveys |
| Geographic Terms: | Colombia |
| ISSN: | 1657-0790 |
| Abstract: | Spanish-speaking students constantly complain about the difficulty they have comprehending spoken English. It seems teachers do not often provide them with strategies to alleviate that. This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve their aural comprehension. The students were given the task of designing listening activities to be worked on as micro-teaching sessions and were asked to describe their experience by answering a survey. The results showed that students developed the ability to think critically since they needed to make the best decisions regarding the audio level and the design of the activities. They also appeared to have become more autonomous as they realized they could be responsible for their improvement in listening. Additionally, there were evident changes in the teachers' roles. |
| Abstractor: | As Provided |
| Number of References: | 9 |
| Entry Date: | 2015 |
| Accession Number: | EJ1053767 |
| Database: | ERIC |
| Abstract: | Spanish-speaking students constantly complain about the difficulty they have comprehending spoken English. It seems teachers do not often provide them with strategies to alleviate that. This article reports on a pedagogical experience carried out at a Colombian university to help pre-service teachers at an intermediate level of English to improve their aural comprehension. The students were given the task of designing listening activities to be worked on as micro-teaching sessions and were asked to describe their experience by answering a survey. The results showed that students developed the ability to think critically since they needed to make the best decisions regarding the audio level and the design of the activities. They also appeared to have become more autonomous as they realized they could be responsible for their improvement in listening. Additionally, there were evident changes in the teachers' roles. |
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| ISSN: | 1657-0790 |
