Akademik Veri Yönetim Sistemi
International Conference on Research in Education and Science (ICRES) , Muğla, Türkiye, 19 - 22 Mayıs 2016, cilt.2, sa.1, ss.838-843
In foreign or second language learning contexts, listening is often considered an essential yet
undermined skill (Bidabadi, 2011; Scarcella & Oxford, 1992). In order to emphasize and increase the effectiveness
of this ‘least-wondered skill’, innovative tools need to be researched. To this end, this study has aimed at
investigating the use of two distinct while-listening techniques in EFL (English as a foreign language) lessons,
namely ‘shadowing’ and ‘note-taking’. The major focus was to analyse the impact of these techniques on learners’
listening comprehension ability and changes in their perceptions of listening lessons and their own listening
abilities. Specifically, the following research questions were asked: 1) which of the two while-listening techniques,
namely ‘shadowing’ or ‘note-taking’, improves learners’ listening comprehension to a higher extent? and 2) how
does each while-listening technique influence learners’ perceptions of and attitudes towards listening in the foreign
language? The research was conducted with four groups of pre-intermediate level English language preparatory
class students at a state university in Turkey. Groups were randomly assigned to receive training on either
‘shadowing’ or ‘note-taking’ from the same instructor for six consecutive weeks. Quantitative data include the
pre-and post-test results for listening, as well as scores of comprehension check questions asked at the end of each
training session. In addition, learner reflections provide information on students’ opinions and perspectives related
with each technique. Quantitative findings indicate a significant difference between groups in terms of learners’
listening scores, and qualitative findings reveal various themes in relation to the techniques.
Key words: ELT, listening, shadowing, note-taking