The Effects of Pre-listening Support on EFL Learners’ Listening Comprehension
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To assess the effects of two types of pre-listening support (previewing test questions and providing background knowledge about a topic) on listening comprehension, two research questions are investigated: (1) Will the two types of pre-listening support have any effect on students’ listening performance? (2) Will the effect of each type of pre-listening support be the same for students with different levels of L2 listening proficiency? The study involved a classroom-based experiment with 180 Korean EFL students with a high or low level of L2 listening proficiency. A univariate analysis using a generalized linear model (GLM) and listening test scores was performed. The results point to a significant interaction effect between the types of pre-listening support and students’ level of listening proficiency. Topic preparation was found to be the most effective type of support regardless of proficiency level. Only the high-level students benefited from the support of previewing test questions. The findings indicate that students’ listening proficiency is related to their ability to benefit from different types of pre-listening support. The pedagogical implications of the findings on the use of pre-listening support in a listening class are discussed.
Abstract
To assess the effects of two types of pre-listening support (previewing test questions and providing background knowledge about a topic) on listening comprehension, two research questions are investigated: (1) Will the two types of pre-listening support have any effect on students’ listening performance? (2) Will the effect of each type of pre-listening support be the same for students with different levels of L2 listening proficiency? The study involved a classroom-based experiment with 180 Korean EFL students with a high or low level of L2 listening proficiency. A univariate analysis using a generalized linear model (GLM) and listening test scores was performed. The results point to a significant interaction effect between the types of pre-listening support and students’ level of listening proficiency. Topic preparation was found to be the most effective type of support regardless of proficiency level. Only the high-level students benefited from the support of previewing test questions. The findings indicate that students’ listening proficiency is related to their ability to benefit from different types of pre-listening support. The pedagogical implications of the findings on the use of pre-listening support in a listening class are discussed.
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