Designing and evaluating an e-listening component for an EAP context

Abstract

Teachers preparing EAL students for a tertiary EAP context may face a lack of authentic academic lectures as input for listening activities. E-learning technology has enabled Internet/television broadcasts to be deliverable inputs but what selection criteria make them appropriate resources? And is there an alternative to the 'product' type of comprehension-question assessment? Using listening-strategy training, and reflective journals, this paper describes an e-listening platform with video and audio materials which was introduced into a listening/reading course for tertiary students. The aim was to increase learners’ awareness of their strategies-based approach to listening, and encourage self-monitoring and self-regulating of comprehension success. This paper reports on a study to investigate if these aims were achieved. Discussion covers the pedagogical implications of authenticity of content and task, media literacy, technology, and students’ perceptions of the usefulness of this mode of listening and assessment for their academic listening development.