Abstract
The development of online learning platforms has made L2 (second language) listening more accessible, flexible, and convenient for learners. However, it remains to be seen if learning online via a device holds the same value as learning in the classroom. This chapter examines the online journals of four learners on an extensive listening course. Using learner self-reflection prompts, this chapter examines how the learners chose listening resources, identified listening difficulties, and set individual goals to address their difficulties. The results showed that the learners chose different online resources, used different strategies to address their listening difficulties, and improved their confidence and comprehension when choosing familiar resources and topics. They also developed greater competence in choosing autonomous approaches by the end of the course. The chapter concludes by suggesting how listening journals can be used in online and hybrid classrooms to help learners' motivation and practices of L2 listening.
TopIntroduction
L2 (second language) listening remains one of the most difficult of the four skills (i.e., reading, writing, speaking, and listening) for learners. The real-time pressure of listening coupled with interpreting input and completing tasks can affect learner confidence (Siegel, 2014). Further, learners may experience difficulties in thinking about how they approach the listening process and learn from listening (Goh & Taib, 2006).
The intrinsic and innate nature of listening might be better understood by understanding how listening processes (e.g., information processes, cognitive processing models) work. Researchers have conducted numerous studies to investigate the listening difficulties that learners experience (Chen, 2019; Siegel, 2011), the strategies that they use (Graham et al., 2011, Lange & Matthews, 2020) and how they approach their listening (Vandergrift & Tafaghodatari, 2010). These studies suggest that learners who focus on and begin to understand their listening process can better identify the difficulties they encounter and develop ways to address these difficulties.
In the learning realm, second language teaching has developed to include more learner-centred approaches for online listening platforms. Specifically, in L2 listening, lesson approaches have been adapted to encourage autonomous learning approaches, use online resources, and focus on more learner-centred activities (e.g., notetaking). One approach to help learners understand their listening processes is for them to use listening journals. In contrast to product-based approaches (e.g., comprehension questions, gap-fills), journals provide learners with a process-based approach (e.g., self-reports) to develop their knowledge as to how to listen. Specifically, listening journals help learners understand the listening processes they use, thereby encouraging greater independence and learner awareness. Thus, this chapter reports on how an online listening journal component can help learners in understanding how they listen, what listening difficulties they encounter, and what they can do to improve their listening approaches.
Key Terms in this Chapter
Extensive Listening: Practice outside of the classroom without a specific learning goal.
Distractors: Text components which cause listening difficulties (i.e., speed, accent).
Journal: Spoken or written record of learning process, reflections, and goals.
Metacognition: To monitor, evaluate, and reflect on the learning process.
Resources: Online audio and audio-visual materials used for listening practice.
Visual Aids: PowerPoints, scripts, and other reading materials that accompany the audio.
Texts: The transcript or dialogue content in a resource.