Dr. P. Sarath
Chandra
Assistant
Professor of English, Polytechnic Maulana Azad National Urdu University,
Hyderabad
Dr. M. Suresh Babu
Assistant
Professor, Department of English and
Foreign Languages, SRM University, Kattankulathur-Tamil Nadu. E-mail: sureshciefl@gmail.com
Abstract
The paper tries to investigate and explain the conditions
that are needed for Computer-Assisted Language Learning (CALL) on the learners
listening comprehension strategy development. It also examines the challenges
that Computer Science Engineering students face while doing listening tasks in
the language laboratory and discusses how students are engaged in prediction,
monitoring, problem solving and evaluation (the major groups of meta-cognitive
strategies). The experiment is based on Vandergrift’s (2002) research on meta-cognitive
cycle in which learners employ strategies to regulate listening and achieve
good comprehension.
Key words: computer assisted language learning, prediction,
monitoring, problem solving and evaluation
Introduction
In language learning listening and speaking skills
have a prominent place in classroom pedagogy and designing curriculum around
the world today. Gilman and Moody (1984) demonstrated that adults spend 40-50% of communication
time listening, but the importance of listening in language learning has been
recognized relatively recently (Oxford 1993). Since the early 70’s, researchers
such as Asher, Postovsky, Winitz, Krashen and many
educationalists have emphasized the need
of listening as a tool for understanding
and one of the key factors in facilitating language learning. Listening seems
to be difficult to describe in a sentence as it is an invisible mental process.
Richards (2008), in his book titled Teaching listening
and Speaking: from theory to practice considers listening acquisition from two different
perspectives: listening as comprehension and listening as acquisition It is observed that most of the methodological
frame works listening and listening comprehension seem to be synonymous and remains
as the least understood processes in language learning.
Vandergrift (1999) states that listening to oral texts is
more challenging than doing written tasks. Focus on personal traits such as
learning strategies and styles to incorporate technology-based listening tasks
and activities can help to overcome their listening comprehension. Even though there is a rapid development of
technological devices in the 21st century and the accessibility to a
computer-supported tools and applications across disciplines of study, research
yields mixed findings concerning the positive influence of technology on
learning outcome (Reynolds, Treharne & Tripp, 2003). Crystal (2009: 92-134) has discussed the
extensive use of English on the internet through
which a two interesting methods have appeared from the technology
point of view in language learning: (i) Google-Assisted Language Learning (GALL)
and Mobile-Assisted Language Learning MALL (Chinnery 2006, 2008). With this
background, the paper explores the challenges that Telugu speakers
face while listening to English text using computers and analyzes learner’s
self-assessment data on improving listening skills. In listening, there are several major steps
that may occur sequentially or simultaneously, in rapid succession, or backward
and forward. The major points that include: determining a reason for listening, predicting
information, attempting to organize information, assigning a meaning to the
message, and transferring information from short-term memory to long-term
memory.
Methodology
For the study, 120 students from Computer Science
Engineering Course (UG Level) were taken as the sample, whose mother tongue is
Telugu. Of 120 students, 80 are male and 40 are female, aged between 19-21
years. All students were administered to
questionnaire as Pre-test (MALQ) in beginning of the treatment and same
questionnaire was administered after the strategy training (Post-test). All the
respondents of the study were introduced to the use of technology and its
usefulness in learning listening skills. They were also given treatment on
listening skills and how meta-cognitive strategies will enhance their learning
awareness. Respondents were asked to use desktop computers in the language lab
to listen/play mp3 audios selected by the researcher. The average time spent on
each activity was 3 hours.
For the study, Vandergrift et al. (2006) Meta-cognitive
Awareness Listening Questionnaire (MALQ) was used to assess the language
learners’ awareness and perceived notions and use of listening strategies. The
questionnaire contains 21 items and each item is rated on a six-point Likert
scale rating from 1 (strongly disagree) to 6 (strongly agree) without a neutral
point so that respondents could not hedge. MALQ consists of five factors
including problem-solving (six items), planning (three items), person knowledge
(three items), and directed attention (four items). Vandergrift’s pedagogical
sequence can develop an awareness of the process of listening and help students
acquire the meta-cognitive knowledge critical to success in listening
comprehension. Pre-listening activities help students make decisions about what
to listen, to what extent but While-listening students are able to focus their attention
on meaning and get to infer meaning of the listening text. Further, they can
understand and arrive at taking decision about what they have heard/perceived.
Activity
Goh (1997, 1998) cited in Richards (2008) saying how the
meta-cognitive activities of planning, monitoring, and evaluating can be
applied to the teaching of listening. Meta-cognitive strategies are for
self-regulation in learner’s listening. The approach to the listening strategies in guided meta-cognitive
sequence in a listening lesson taken from Goh (2006) is followed:
Step 1: Student predicts the possible words and
phrases that they might hear. He is asked to write down his predictions first.
Step 2: As he is listening to the text, he underlines or
circles those words or phrases that he has predicted correctly. He also writes
down new information they hear.
Ex: In the listening activity, there are ten questions on
filling in the details about Paul’s apartment. (Reporting Repairs).
Address:
Block……. Flat no. …….
………. Enclave, Guntur.
Problems:
a) Leaking bathroom tap
b) …………….
c) Window bolts…..
There are also 10 questions on “fill in spaces in the flow
chart about “Mango fruit”.
Another activity is ‘Banana trees’ which student should fill
in the spaces in not more than three words.
Step 3: Student compares what he has understood so far and
explains how he arrives at the understanding. He identifies the parts that
cause confusion and disagreement and makes a note of the parts of the text that
requires special attention in the second listen.
Step 4: Student listens to those parts that has caused
confusion or disagreement areas and makes notes of any new information he hears
i.e. second listening.
Step 5: After completing second listening, the teacher leads
a discussion to confirm comprehension before discussing with all the students
the strategies that they reported using.
Results and Discussions
1.Some of the
Responses of the Pre-Test MALQ
1
|
Item
|
1
|
2
|
3
|
4
|
5
|
6
|
2
|
I find
that listening is more difficult than reading, speaking, or writing in
English
|
12
|
8
|
10
|
10
|
10
|
70
|
3
|
As I
listen, I compare what I understand with what I know about the topic.
|
13
|
20
|
30
|
7
|
15
|
35
|
4
|
I
translate key words as I listen
|
68
|
12
|
14
|
6
|
10
|
10
|
5
|
When I
have difficulty understanding what I hear, I give up and stop listening.
|
20
|
5
|
11
|
14
|
-
|
70
|
1-Strongly Disagree, 2-Disagree, 3-Partially Disagree,
4-Partially Agree, 5-Agree, 6-Strongly Agree
Digits are no of Responses
2. Post-Test Responses MALQ
1
|
Item
|
1
|
2
|
3
|
4
|
5
|
6
|
2
|
I find
that listening is more difficult than reading, speaking, or writing in
English
|
55
|
10
|
5
|
16
|
14
|
20
|
3
|
As I
listen, I compare what I understand with what I know about the topic.
|
13
|
-
|
15
|
12
|
15
|
65
|
4
|
I
translate key words as I listen
|
27
|
15
|
3
|
5
|
60
|
10
|
5
|
When I
have difficulty understanding what I hear, I give up and stop listening.
|
14
|
56
|
-
|
15
|
25
|
10
|
1-Strongly Disagree, 2-Disagree, 3-Partially Disagree,
4-Partially Agree, 5-Agree, 6-Strongly Agree
Digits are no of Responses
As it can seen from the Pre-test and Post-test responses, it
is evident that Mata-cognitive Awareness Listening training has a positive
impact on the students listening skills and its awareness. 66% (80) of the
respondents for item no.1 on pre-test felt that listening was difficult than
other skills but after the treatment, 54% (65) of them responded saying that
listening may not be so difficult comparatively.
Moreover, item no.2 on Pre-test, we have somehow mixed
responses like 41.5% responded positively whereas 30% of them partially
agreed/disagreed, also 27% respondents have agreed with statement. Therefore,
it may be inferred that respondents seemed to have confused state of mind while
answering the questionnaire which means they are not aware of the listing
strategies of language learning.
It is also an indication from the responses for item. no 4
that strategy training had impacted the understanding and perceptions of the
students after the rigorous training. In pre-test responses i.e. 66% strongly disagreed/agreed while in post-test
scores indicate around 58% said that they translate key words as they listen.
Hence, it is understandable that students studying Computer
Science and Engineering course participated in this strategy training
relatively improved their perceptions of listening skills. Approximately 65% of
felt that listening to the activities had improved their learning while
16-20% indicated that they did not feel
that it was necessary for them to learn. Students felt that it was not hard for
them to listening using computers and some students explained listening tasks
were the most difficult one.
Conclusion and Recommendations
It is inferred that there is an opportunity for raising
language awareness by employing computer assisted learning which allow learners
to carry out the assignments at their own pace. Follow-up class room
discussions of benefits or failures of listening enable learners to evaluate their ability to
understand authentic records. Teachers can help Telugu speakers at the
beginning-level learn how to comprehend short, authentic texts on topics
related to student’s level and their interest. The meta-cognitive strategies
underlying this approach help learners become more aware of how they can use
and what they already know to fill gaps in their understanding.
Therefore, we can suggest that we first distinguish between
the situations where comprehension only is the appropriate instructional goal
and those where comprehension plus acquisition is a relevant focus as stated
Richards. The stages which we discussed based on Goh (2002b) and Vandergrift
(2003b), can be used successfully with beginning level language learners at
different ages especially Telugu speakers. It is agreed and proved in this study
that students need systematic practice in using listening strategies that will
be useful as most learning takes place outside the classroom.
References
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Crystal, David. 2009, The Future of Language. Routledge:
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Crystal, David, 2002, English as a Global Language. Cambridge
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Gilman, R. A. & L. M. Moody (1984). What Practitioners
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Goh, Christine, Yusnita Taib (2006). Metacognitive
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Press: Cambridge.
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