Extensive Listening in a Colombian University: Process, Product, and Perceptions

The current paper reports an experience implementing a small-scale narrow listening scheme (one of the varieties of extensive listening) with intermediate learners of English as a foreign language in a Colombian university. The paper presents (a) how the scheme was designed and implemented, includin...

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Main Author: Carlos A. Mayora
Format: Article
Language:English
Published: Asociación Colombiana de Profesores de Ingles 2017-04-01
Series:HOW
Subjects:
Online Access:https://www.howjournalcolombia.org/index.php/how/article/view/311
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author Carlos A. Mayora
author_facet Carlos A. Mayora
author_sort Carlos A. Mayora
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description The current paper reports an experience implementing a small-scale narrow listening scheme (one of the varieties of extensive listening) with intermediate learners of English as a foreign language in a Colombian university. The paper presents (a) how the scheme was designed and implemented, including materials and procedures (the process); (b) how the students performed in the different activities with an emphasis on time spent watching/listening and their perceptions of video difficulty and self-rated comprehension (the product); and (c) how the students felt and viewed the experience (perception). Product and perceptions showed that the pedagogical implementation was positive which leads to a discussion of a number of implications for this context and similar ones.  
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spelling doaj.art-9400208204c0430eb5511f648077952b2023-09-10T05:58:19ZengAsociación Colombiana de Profesores de InglesHOW0120-59272017-04-0124110.19183/how.24.1.311Extensive Listening in a Colombian University: Process, Product, and PerceptionsCarlos A. Mayora0Universidad del ValleThe current paper reports an experience implementing a small-scale narrow listening scheme (one of the varieties of extensive listening) with intermediate learners of English as a foreign language in a Colombian university. The paper presents (a) how the scheme was designed and implemented, including materials and procedures (the process); (b) how the students performed in the different activities with an emphasis on time spent watching/listening and their perceptions of video difficulty and self-rated comprehension (the product); and (c) how the students felt and viewed the experience (perception). Product and perceptions showed that the pedagogical implementation was positive which leads to a discussion of a number of implications for this context and similar ones.   https://www.howjournalcolombia.org/index.php/how/article/view/311Authentic materialscomprehensionextensive listeningnarrow listeningnews
spellingShingle Carlos A. Mayora
Extensive Listening in a Colombian University: Process, Product, and Perceptions
HOW
Authentic materials
comprehension
extensive listening
narrow listening
news
title Extensive Listening in a Colombian University: Process, Product, and Perceptions
title_full Extensive Listening in a Colombian University: Process, Product, and Perceptions
title_fullStr Extensive Listening in a Colombian University: Process, Product, and Perceptions
title_full_unstemmed Extensive Listening in a Colombian University: Process, Product, and Perceptions
title_short Extensive Listening in a Colombian University: Process, Product, and Perceptions
title_sort extensive listening in a colombian university process product and perceptions
topic Authentic materials
comprehension
extensive listening
narrow listening
news
url https://www.howjournalcolombia.org/index.php/how/article/view/311
work_keys_str_mv AT carlosamayora extensivelisteninginacolombianuniversityprocessproductandperceptions