Campus Units
World Languages and Cultures
Document Type
Presentation
Conference
5th International Conference on Higher Education Advances (HEAd’19)
Publication Version
Published Version
Publication Date
6-25-2019
DOI
10.4995/HEAd19.2019.9487
Conference Title
5th International Conference on Higher Education Advances (HEAd’19)
Conference Date
June 25 – 28, 2019
City
Valencia (Spain)
Abstract
This longitudinal study examines students’ learning strategies of 222 Spanish intermediate learners when taking several listening tests. It also examines the effect of different instructional formats (online-hybrid vs. face2face-blended) on the learners’ strategy use. There were four versions of the same text: an audio format, a video format, a redundancy-enhanced version in audio format, and a redundancy-enhanced version in video format. A pseudo-cross over design was utilized for this study with four listening tests used with each group. Participants completed a questionnaire immediately after each listening test to learn about learners’ strategies before, during and after listening in order to elicit information about the particular strategies that learners used to complete each listening test.
Results indicated that there was a listening comprehension strategy development over time without explicit instruction, but participants from different instructional formats developed different strategies. There was a statistically significant difference for intermediate-low learners when perceiving the use of cognitive and metacognitive strategies, but the effect of redundancy does not seem to have an impact. Intermediate-mid learners did not perceive a difference with the use of strategies when completing listening tests with or without redundancy.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Copyright Owner
The Author(s)
Copyright Date
2019
Language
en
File Format
application/pdf
Recommended Citation
Pardo-Ballester, Cristina, "Assessing L2 listening in CALL and listening strategy use" (2019). World Languages and Cultures Conference Papers, Posters and Proceedings. 10.
https://lib.dr.iastate.edu/language_conf/10
Included in
Higher Education Commons, Language Interpretation and Translation Commons, Modern Languages Commons, Spanish and Portuguese Language and Literature Commons, Vocational Education Commons
Comments
This presentation was published as Cristina Pardo-Ballester Assessing L2 listening in CALL and listening strategy use. 5th International Conference on Higher Education Advances (HEAd’19) Universitat Politecnica de Val ` encia, Val ` encia, 2019; doi: 10.4995/HEAd19.2019.9487.