The Role of Collaboration in the Improvement of Foreign Language Learners’ Listening Skill

Year 2024, Volume: 6 Issue: 2, 85 - 115

Ayşe Karataş Sevinç Ergenekon Emir

https://doi.org/10.55143/alkad.1567966

Abstract

Listening skill has generally been approached as an individual activity, often treated as a passive, silent part of language classrooms where learners mostly sit and listen during listening exercises. This approach limits the effectiveness of listening skill development. In contrast, collaborative listening has emerged as a trending approach in recent years, and many educators support its use to create a more engaging learning experience. In that regard, this study aimed to investigate the effectiveness of collaborative listening activities in enhancing listening skills among Turkish EFL learners. A mixed-method research design was employed. The quantitative data was collected using pre- and post-tests to assess the impact of collaboration on listening improvement. The qualitative data was gathered through semi-structured interviews to explore participants’ views toward collaborative listening activities. The data analysis showed significant improvement in the listening skills of those engaged in collaborative listening activities. Furthermore, interviews revealed the cognitive, affective, and social benefits of collaborative listening.

Keywords

Listening skill, Collaborative listening, Student-student interaction

Yabancı Dil Öğrencilerinin Dinleme Becerisinin Geliştirilmesinde İşbirliğinin Rolü

Abstract

Dinleme becerileri genellikle bireysel bir etkinlik olarak ele alınmış, dil sınıflarında öğrencilerin dinleme alıştırmaları sırasında çoğunlukla oturup dinledikleri pasif, sessiz bir süreç olarak görülmüştür. Bu yaklaşım, dinleme becerilerinin geliştirilmesinin etkinliğini sınırlamaktadır. Buna karşın, işbirlikçi dinleme son yıllarda popüler bir yaklaşım olarak ortaya çıkmış ve birçok eğitimci, daha etkileşimli bir öğrenme deneyimi yaratmak için kullanımını desteklemektedir. Bu bağlamda, bu çalışmanın amacı, Türkçe EFL (İngilizceyi Yabancı Dil Olarak Öğrenenler) öğrencileri arasında işbirlikçi dinleme etkinliklerinin dinleme becerilerini geliştirmedeki rolünü araştırmaktır. Karma yöntem araştırma tasarımı kullanılmıştır. Nicel veriler, işbirliğinin dinleme iyileşmesi üzerindeki etkisini değerlendirmek için ön test ve son testler aracılığıyla toplanmıştır. Nitel veriler ise katılımcıların işbirlikçi dinleme etkinliklerine yönelik görüşlerini keşfetmek amacıyla yarı yapılandırılmış mülakatlarla elde edilmiştir. Veri analizi, işbirlikçi dinleme etkinliklerine katılanların dinleme becerilerinde önemli bir gelişme gösterdiğini ortaya koymuştur. Ayrıca, mülakatlar, işbirlikçi dinlemenin bilişsel, duygusal ve sosyal faydalarını ortaya çıkarmıştır.

Keywords

Dinleme becerisi, İşbirlikçi dinleme, Akranlar arası etkileşim

References

• Ahmadi Safa, M., & Rozati, F. (2017). The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development. The Journal of Educational Research, 110(5), 447-456.
• Akbaş, T. (2017). The effects of collaborative work on students’ writing performance and students’ perceptions of collaborative writing. MA Thesis, Abant Izzet Baysal University, Bolu.
• Ardi, H. (2015). Teaching Listening through Collaborative Work: Can We Do It?. Proceedings of ISELT FBS Universitas Negeri Padang, 3, 205-210.
• Best, J.W., & Kahn J.V. (1993). Research in education. New Delhi: Prentice-Hall of India.
• Bevilacqua, M. (2000). Collaborative learning in the secondary English class. The Clearing House, 73(3), 132-133.
• Brown, F. A. (2008). Collaborative learning in the EAP classroom: Students’ perceptions. English for specific purpose, 1(17).
• Cross, J. (2010). Raising L2 listeners’ metacognitive awareness: A sociocultural theory perspective. Language Awareness, 19, 281–97.
• Cross, J. (2018). Collaborative Listening. The TESOL Encyclopedia of English Language Teaching, 1-6. Dillenbourg, P. (1999). Introduction: What do you mean by “Collaborative Learning”? In P. Dillenbourg (Ed.) Collaborative learning, Cognitive and computational approaches. UK: Elsevier Science.
• Dörnyei, Z. (2019). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University.
• Educational Testing Service. (2020). TOEFL Research Insight Series: Reliability and Comparability of TOEFL iBT® Scores & Validity Evidence Supporting the Interpretation and Use of TOEFL iBT® Scores. Princeton, NJ: ETS.Farrah, M. (2011). Attitudes Towards Collaborative Writing Among English Majors in Hebron University. AWEJ, 2(4), 136-170.
• Gilakjani, A. P. & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching & Research, 2(5), 977-988.
• Gilbert, M.B. (2005). An examination of listening effectiveness of educators: performance and preference, Professional Educator, 27, 1–16.
• Graham, S. (2006). Listening comprehension: The students’ perspective. System: An International Journal of Educational Technology and Applied Linguistics, 34, 165-182.
• Gu, Y. (2018). Types of Listening. The TESOL Encyclopedia of English Language Teaching, 1–6.
• Hamouda, A. (2013). An Investigation of Listening Comprehension Problems Encountered by Saudi Students in the EL Listening Classroom. International Journal of Academic Research in Progressive Education and Development. 2(2), 113-155.
• Hulstijn, J. H. (2003). Incidental and intentional learning. In C. Doughty & M. H. Long (Eds.), The handbook of second language acquisition (pp. 349–81). Oxford, England: Blackwell.
• Hunsaker, R. A. (1990). Understanding and Developing the Skills of Oral Communication: Speaking and Listening (2nd ed.). J. Morton Press, Englewood, Colo, USA.
• Hwaider, S. (2017). Problems of teaching the listening skill to Yemeni EFL learners. International Journal of Scientific and Research Publications, 7(6), 140-148.
• Johnson, R.T. & Johnson, D.W. (1986). Action Research: Cooperative Learning in the Science Classroom. Journal of Science and Children, 24(2), 31–32.
• Krashen, S. D. (1981). Second language acquisition and Second language learning. Pergamon.
• Krashen, S. D. (1982). Principles and practice in second language acquisition. Oxford, England: Pergamon.
• Laal, M., & Laal, M. (2012). Collaborative learning: what is it?. Procedia-Social and Behavioral Sciences, 31, 491-495.
• Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and genesis of second language development. Oxford: Oxford University.
• Morson, G. S., & Emerson, C. (1990). Mikhail Bakhtin: Creation of a prosaics. Stanford, CA: Stanford University.
• Nunan, D. (1998). Approaches to teaching listening in the language classroom. In Proceeding of the 1997 Korea TESOL Conference Taejon, Kotesol, Oct 3.5.1997.
• Ohta, A. (2001). Second language acquisition processes in the classroom: Learning Japanese. Mahwah, NJ: Lawrence Erlbaum Associates.
• Packer, M.J., & Goiceochea, J. (2000). Sociocultural and constructivist theories of learning, ontology, not Just epistemology. Educational Psychologist, 34(4), 227-241.
• Panitz, D. (1996). A definition of collaborative vs. cooperative learning. Retrieved March, 18, 2012 from http://www.londonmet.ac.uk/deliberations/collaborative-learning/panitzpaper.cfm
• Ross, K.N. (2005). Educational Research: Some Basic Concepts and Terminology. Paris: UNESCO.
• Saeedakhtar, A., Haqju, R., & Rouhi, A. (2021). The impact of collaborative listening to podcasts on high school learners’ listening comprehension and vocabulary learning. System, 101, 102588.
• Safa, M., & Motaghi, F. (2021). Cognitive vs. metacognitive scaffolding strategies and EFL learners’ listening comprehension development. Language Teaching Research, 13621688211021821.
• Safa, M., & Rozati, F. (2016). The impact of scaffolding and non-scaffolding strategies on the EFL learners' listening comprehension development. The Journal of Educational Research, 110, 1-10.
• Shabani, K., & Malekdar, S. (2016). The Effect of Peer Scaffolding on Iranian EFL Learners’ Listening Comprehension. English Language Teaching, 3(1), 49-65.
• Shariyevna, K. J., & Atxamovna, I. D. (2020). The Importance of Listening In Foreign Language Learning. EPRA International Journal of Multidisciplinary Research (IJMR)-Peer Reviewed Journal, 6(8), 445-447.
• Smith, B. L., & MacGregor, J. T. (2009). What is collaborative learning? National Center on Postsecondary Teaching, Learning and Assessment at Pennsylvania State University. Retrieved from http://learningcommons.evergreen.edu/pdf/collab.pdf
• Solak, E., & Altay, F. (2014). Prospective EFL Teachers' Perceptions of Listening Comprehension Problems in Turkey. Online Submission, 7(30), 190-198.
• Solak, E., & Altay, F. (2014). Prospective EFL Teachers’ Perceptions of Listening Comprehension Problems in Turkey. Journal of International Social Research, 7(30), 190-198.
• Swain, M. & Deters, P. (2007). New mainstream SLA theory: Expanded and enriched. The Modern Language Journal, 91(1), 820-836.
• Vandergrift, L., & Goh, C. (2012). Teaching and learning second language listening: Metacognition in action. New York, NY: Routledge.
• Wentzel, K. R., & Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31(3), 366-377.