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Article: Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app

TitleSupporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app
Authors
KeywordsWeChat
mobile instant messaging
listening
English as a foreign language
Issue Date2022
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09588221.asp
Citation
Computer Assisted Language Learning, 2022, v. 35 n. 1-2, p. 141-168 How to Cite?
AbstractLower-level processes have long been overlooked in EFL listening pedagogy. To address this pervasive problem, in this study, a program was designed that integrated WeChat, the most popular mobile instant messaging app in China, into dictation practice. Students in two classes studying a compulsory university EFL course were selected as participants, with one class as the experimental group (EG, n = 37) and the other as the control group (CG, n = 33). Both groups attended the same weekly in-class listening course taught by the same instructor, in which traditional listening exercises were combined with explicit decoding instructions. Members of the EG were asked to participate in a WeChat group of 8–10 students to complete daily dictation, while the CG did the practice individually. A listening test served as pre- and post-test, and an open-question survey was used to collect the EG’s perceptions of the WeChat dictation program. The results show that the EG’s improvement in listening was significantly greater than that of the CG. There were no differences in improvement in participants’ listening comprehension between males and female, whereas listening gains differed significantly between the EG and the CG when participants were at different initial listening levels. The students’ perceptions of the benefits and drawbacks of the program are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/293767
ISSN
2023 Impact Factor: 6.0
2023 SCImago Journal Rankings: 2.370
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorJIA, C-
dc.contributor.authorHew, KFT-
dc.date.accessioned2020-11-23T08:21:31Z-
dc.date.available2020-11-23T08:21:31Z-
dc.date.issued2022-
dc.identifier.citationComputer Assisted Language Learning, 2022, v. 35 n. 1-2, p. 141-168-
dc.identifier.issn0958-8221-
dc.identifier.urihttp://hdl.handle.net/10722/293767-
dc.description.abstractLower-level processes have long been overlooked in EFL listening pedagogy. To address this pervasive problem, in this study, a program was designed that integrated WeChat, the most popular mobile instant messaging app in China, into dictation practice. Students in two classes studying a compulsory university EFL course were selected as participants, with one class as the experimental group (EG, n = 37) and the other as the control group (CG, n = 33). Both groups attended the same weekly in-class listening course taught by the same instructor, in which traditional listening exercises were combined with explicit decoding instructions. Members of the EG were asked to participate in a WeChat group of 8–10 students to complete daily dictation, while the CG did the practice individually. A listening test served as pre- and post-test, and an open-question survey was used to collect the EG’s perceptions of the WeChat dictation program. The results show that the EG’s improvement in listening was significantly greater than that of the CG. There were no differences in improvement in participants’ listening comprehension between males and female, whereas listening gains differed significantly between the EG and the CG when participants were at different initial listening levels. The students’ perceptions of the benefits and drawbacks of the program are discussed.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/09588221.asp-
dc.relation.ispartofComputer Assisted Language Learning-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in [JOURNAL TITLE] on [date of publication], available online: http://www.tandfonline.com/[Article DOI].-
dc.subjectWeChat-
dc.subjectmobile instant messaging-
dc.subjectlistening-
dc.subjectEnglish as a foreign language-
dc.titleSupporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app-
dc.typeArticle-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1080/09588221.2019.1671462-
dc.identifier.scopuseid_2-s2.0-85074014669-
dc.identifier.hkuros319726-
dc.identifier.volume35-
dc.identifier.issue1-2-
dc.identifier.spage141-
dc.identifier.epage168-
dc.identifier.isiWOS:000595325500001-
dc.publisher.placeUnited Kingdom-

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