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Тематический выпуск
ПРИКЛАДНАЯ ЛИНГВИСТИКА: СОВРЕМЕННЫЕ РАКУРСЫ И ПЕРСПЕКТИВЫ
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Thematic issue APPLIED LINGUISTICS: MODERN RESEARCH AREAS AND PERSPECTIVES
http://philjournal.ru 2022 No 2 219-229
педагогическая лингвистика
pedagogical linguistics studies
Original Paper
DOI: 10.29025/2079-6021-2022-2-219-229
The Role of Listening in Increasing the Intensity of EFL Training within Self-Regulated Learning: a Correlation Study
Nailya S. Nurieva1*, Natalja N. Nikolaeva2
Bauman Moscow State Technical University,
5 Vtoraya Baumanskaya Str., Moscow, Russian Federation, 105005;
'ORCID ID: 0000-0002-1682-4325;
2ORCID ID: 0000-0002-6104-6577; *e-mail: nurieva-n@yandex.ru
Abstract: The article considers skills of learners to implement active listening, which influences the overall language training activities while self-independent learning. The relevance of the study refers to the fact that most researches on the issue are related to psychological and pedagogical aspects as well as basic techniques of teaching listening. This work states the hypothesis about the key role of authentic audio and video listening as a means of stereotyping the ways of EFL learning. The purpose is to empirically present the influence of students' auditory skills in increasing their EFL practice in reading, grammar / vocabulary and speaking as a result of exercising within self-regulated leaning. Students of economic and engineering majors of Bauman Moscow State Technical University took part in the correlation study. Empirical data were collected by means of the author-made language test of the current EFL level, double Google questionnaire and statistical processing of the obtained data. The first questionnaire was used to allocate two focus groups of students in accordance with the frequency of their approach to performing various listening exercises (daily/occasionally), respectively. The second survey revealed the increasing tendency of students with daily practice to perform exercises of different EFL aspects. The results of the study, confirmed by theoretical developments, statistical results and external observations based on teaching experience, allowed to give a justification for the hypothesis put forward about the primary role of listening in developing basic communicative competencies as a result of immersion into an authentic environment. The conclusion considers the need to teach students to developing skills for daily performance of audio/video exercises in self-preparation, modern technologies providing easy access to training materials.
Keywords: listening comprehension, self-regulated learning, auditory input, communicative skills, competence assessment, authentic listening.
For citation: Nurieva N.S., Nikolaeva N.N. The Role of Listening in Increasing the Intensity of EFL Training within Self-Regulated Learning: a Correlation Study. Current Issues in Philology and Pedagogical Linguistics. 2022, no 2, pp. 219-229. (In Engl.).
* © Нуриева H.C., Николаева H.H., 2022.
О ф I This work is licensed under a Creative Commons Attribution 4.0 International License https://creativecommons. org/licenses/by/4.0/
оригинальная статья удк 372.881.1
DOI: 10.29025/2079-6021-2022-2-219-229
роль аудирования в интенсивности общей языковой подготовки в условиях самостоятельного иноязычного образования: корреляционное исследование
н.с. нуриева1*, И.И. Ииколаева2
1,2Московский государственный технический университет им. Н.Э. Баумана, 105005, Российская Федерация, Москва, ул. Вторая Бауманская, 5;
'ORCID ID: 0000-0002-1682-4325;
2ORCID ID: 0000-0002-6104-6577; *e-mail: nurieva-n@yandex.ru
Резюме: Рассматриваются навыки студентов по осуществлению интенсивной практики аудирования и ее влияния на всестороннюю подготовку по изучению иностранных языков в условиях самостоятельной работы. Актуальность исследования обусловлена тем, что большинство работ данной тематики касается психолого-педагогических аспектов и приемов обучения аудированию. Данная работа основана на гипотезе о ключевой роли аудирования аутентичных аудио и видеоматериалов в формировании стереотипа подготовки по основным аспектам изучения иностранных языков. Целью данной работы является эмпирическая оценка возможности повышения уровня овладения иностранным языком студентами как функции зависимости от степени активности выполнения упражнений на аудирование в условиях самостоятельной познавательной деятельности. Проведено корреляционное исследование, в котором приняли участие студенты экономических и инженерных специальностей МГТУ им. Н.Э. Баумана. Эмпирические данные были собраны на основе таких методологических инструментов как авторский измерительный тест текущего уровня языковой подготовки, двойное гугл-анкетирование и статистическая обработка полученных данных. По результатам первой анкеты было выделено две фокус группы студентов, распределенных соответственно в зависимости от частоты подхода к выполнению различных упражнений на аудирование (ежедневно/эпизодически). Второе анкетирование позволило выявить тенденцию увеличения интереса студентов к выполнению упражнений по другим видам языковой подготовки в первой фокус-группе. Результаты исследования, подтвержденные теоретическими разработками, статистическими результатами и внешними наблюдениями авторов на основе преподавательского опыта, позволили дать первичное обоснование выдвигаемой гипотезе о первостепенной роли аудирования в освоении коммуникативных компетенций как зависимость от стереотипной практики погружения в аутентичную среду. Делается вывод о необходимости обучения студентов пониманию роли аудирования и, следовательно, формирования навыков ежедневного выполнения аудио/видео упражнений в самостоятельной подготовке с учетом современных технологий, обеспечивающих свободный доступ к обучающим материалам.
Ключевые слова: аудирование, самостоятельное обучение, упражнение на аудирование, коммуникативные навыки, оценка компетентности, аутентичный материал.
Для цитирования: Нуриева Н.С., Николаева Н.Н. Роль аудирования в интенсивности общей языковой подготовки в условиях самостоятельного иноязычного образования: корреляционное исследование. Актуальные проблемы филологии и педагогической лингвистики. 2022. № 2. С. 219-229.
Introduction
The idea of teaching students to integrate learning habits within self-regulated environment is not out of the world. The basic directions of self-education in Psychology studies are being executed in terms of self-regulation (Latin - regulare - follow the rules to control an activity or process, to adjust to changes) as a problem field of study of an individual's self-identity. The psychological essence and nature of self-education is still far from being sufficiently studied, although many foreign and domestic researchers have been engaged and
continue to work on various aspects and social construct of the phenomenon. The approach to self-education is fundamental in science for it can be regarded not only as a biological phenomenon, but as a social and psychological one. Self-education refers to fundamental concepts and that is why it is the subject of research in many branches of human knowledge. In the article, we explore if students use modern technology in their self-regulated EFL environment for listening comprehension (LC) and what is the result of listening input onto the general language acquisition in terms of such EFL aspects as reading, conversation and writing.
Aim of the Paper
The research aims to empirically prove the influence of students' auditory skills to increase their EFL integration practice in reading, grammar / vocabulary and speaking as a result of perceptual and semantic activity exercise through a variety of learning instruments within self-regulated leaning (SRL) format.
Literature Review
One of the strategic priorities in cooperation between countries is the mutual understanding of the economic aims common for the international community. The issue, being intensely discussed in the academic published matter is an urgent need for professionals to acquire an EFL speaking competence, including a skill to "oral scientific (public) speech" [1]. In accordance with the historical tradition listening comprehension is regarded as the most difficult language aspect, being a complex process of perception in which learners match what they hear with what they have knowledge of (L. Vandergift). It has been described as one of the major tasks in EFL teaching (P. Ur) and as a highly difficult and complicated task-solving activity (S. Brown). It is acknowledged that LC is the hardest of the four language skills: listening, speaking, reading and writing [2].
Russian scholars N.D. Galskova and N.I. Gez consider the concept of listening as a "complex receptive mentality and mnemic activity associated with the perception, understanding and active processing of information contained in an oral speech message» [3: 161]. The receptive nature of LC is proved by theoretical frameworks and the empirical evidence by most of researches of today [4]. Considering such cognitive skills as working memory, attention, theory of mind, inferencing, comprehension monitoring, motivation and self-efficacy contributes to the success of teaching LC aspect [5; 6]. Therefore, the multidimensional nature of hearing is "the involvement in the processes of perceptual (perception), thinking (analysis, synthesis, induction, deduction, etc.) and mnemonic activities (the formation of certain images, the ability to learn and recognize them as the result of pattern matching in memory)" [7: 213].
The correlation between LC and the above-mentioned cognitive abilities shows that working memory is recognized as the most contributive to developing students' auditory skills alongside with their capability to exercising cognitive and metacognitive strategies in learning [8]. Working memory span, as a leading psychological factor, has been defined as the number of items an individual can recall after exposure to the items. It depends on the capacity of short term memory which can be affected by different ways of teaching mode, including contents of materials being used as well as the rhythm, the rate and the modality of their presentation [9].
Taking into account the ample use of technology by students we put forward a hypothesis about the critical influence of LC in case they apply listening input in their self-regulated learning environment and if this activity helps them sharpen the related language skills, i.e. reading, speaking and writing, where the latter being considerably connected with grammar and vocabulary use. The notion of extensive listening, characterized by J. Harmer as activity, encouraging students to choose for themselves what they are going to listen to both for pleasure and general language improvement, is put forward in this study [10]. We strongly believe that an extensive listening both in terms of the intensity of its application and favorite pastime triggers the brain mechanism to gain an EFL knowledge [11].
Research Methods
The theoretical analysis of the academic literature and theoretical methods such as analysis, synthesis, comparison, generalization, the method of interpretation, pedagogical modeling were combined with the empirical methods (observation, testing, interview, analysis of students performance, pedagogical experiment). By means of these instruments and the result mathematical estimation, the paper is aimed to make a local empirical support of the idea that LC may get a significant effect on the overall language acquisition.
The given correlative study is discussing the basic requirements necessary for the successful implementation of a complex type of language practice by students within SRL. The hypothesis relies on the supposition of the three main factors underlying the successful use of independent training: motivation to master EFL, understanding the necessity of additional independent training and the regularity of application of auditory input.
Results and Discussion
The complex correlation study was attended by I-III-year students of engineering and business management majors of Bauman Moscow State Technical University (n =156). The research has been fulfilled for studying what self-performed types of educational and informative activities students take to integrate the authentic English materials into their SRL environment. The design of the given correlative study included three stages: the author-made EFL test to check the proficiency level in four language skills (reading, listening, speaking and grammar/vocabulary), two Google-form questionnaires to find out what portion of the overall applied language learning activities is given to listening comprehension and to find out whether the rest of the above-mentioned activities are being integrated into the learning environment and overall mathematical statistics in the assessment of the general tendency in language acquisition as dependency of listening. In our assumption we estimate our study (test) as a conceptual one, in accordance with the classification given by Bachman L.F., Palmer A.S., who distinguish between three types of test validity (conceptual, empirical and informative) [12].
Learners EFL Testing
The author-made EFL test, designed similar to an international TOEFL exams, made 100 scores, including reading (30 scores), listening (30 scores), grammar-and-lexical skills (30 scores) and speaking (10 scores). The aspects formulated as reading, listening, grammar/vocabulary and speaking included 50 tasks. The task content was compiled to correspond students' age-interest-major specifications. The level of knowledge according to the results made as follows: 21 % - Higher Intermediate, 42% - Intermediate, 32 % - Pre-Intermediate, 5% -Elementary. The results of the language test allowed to proceed to implementing the given correlation study.
Google Questionnaires
The first questionnaire was directed to defining the students' preferences in the choice of EFL activities within SRL. They distributed as follows:
a) by the intensity of using listening comprehension activity (Table 1).
Table 1
The results of the learners' intensity of listening inputs within SRL
Listening Comprehension Activity Number of students In percentage (%)
Every day 94 60%
From time to time 62 40%
Total 156 100%
The results express the fact that the majority of learners in the mode of listening comprehension can be explained by the current habit of students to use information technology, and an easy access to audio and/or video materials. Thus, there were defined two focus groups of students (Group 1 and Group 2) attributing those who apply listening inputs every day and those who prefer other language learning activities rather than LC. The second questionnaire was implied to find out how learning activities in such language aspects as reading, grammar/vocabulary and speaking distributed within the two groups of learners. b) by type of applied aspect in EFL learning within the two focus groups.
Table 2
The frequency of applied EFL activities in correlation with the number of students in the two groups
Frequency of engagement Group 1 Group 2
n % n %
Reading
Every day 66 70% 28 45%
From time to time 28 30% 34 55%
Grammar and vocabulary
Every day 14 15% 3 5%
From time to time 80 85% 59 95%
Speaking
Every day 75 80% 25 40%
From time to time 19 20% 37 60%
Total 94 62
The above table shows that each aspect of the EFL daily activity is applied by a bigger number of students in focus Group 1 rather than Group 2: 66 versus 28 in reading; 14 versus 3 in Grammar/Vocabulary; 75 versus 25 in speaking, correspondingly. Students' preference to listening activities within SRL can be explained by an easy access to audio/ video materials by means of digital technology, considering the fact of the young generation personal aptitudes to visualization rather than reading. This tendency can be regarded as a positive one provided by the findings in EFL science. Thus, D. Renukadevi, based on the majority of theoretical studies upon the language skills acquisition, proves that while communication learners gain 45% of language competence from listening, 30% from speaking, 15% from reading and 10% from writing [13]. a) by source of EFL input in SRL (Table 2)
Table 2
The variety of input materials used by learners for different EFL aspects
EFL aspect EFL input in SRL
Reading fiction, documentary, professional, science fiction, fun (jokes, memos), Wikipedia, EFL textbooks, IT glossary, reading input by interest, social nets, e-mail messages (business or friendship)
Listening You tube hosting (professional video and video by interest, lessons EFL, films), audio (podcasts, audio tapes, radio, music channels), personal communication, BBC and other TV channels (very rare)
Speaking communication online with English-speaking representatives (Skype, Zoom, social nets), business environment (part-time job), live communication (travelling, multicultural campus cites, student international conferences, forums, seminars, master-classes, country/city-scope project games, held by companies, other)
Writing essays, home-task exercises, e-mail business or daily life messages, CV's, seminar notes, quizzes.
The result estimation
The results related to an observation of the influence of students' self-performed active actions based on listening inputs were compared with the overall level of proficiency and general involvement into exercising the presented language aspects: grammatical tasks, audio and/or video listening and reading. Google-form questionnaire of students (n=156) presented the distribution of two groups of students into those who perform listening comprehension activity almost every day ( Group 1) and those who apply the listening input from time to time (Group 2) (Fig.1).
Listening (audio and video)
■ Every day From time to time
Fig. 1. Distribution of students by frequency of LC activity ПЕДАГОГИЧЕСКАЯ ЛИНГВИСТИКА
The next step in our research included the survey of both groups in separate to find out the results concerning their application to exercising reading, grammar / vocabulary and speaking activities. The results of the survey distributed as shown in diagrams (Fig. 2, 3 and 4).
Reading
100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%
28 34
Group 1
Group 2
■ Everyday ■ From time to time
Fig. 2. The distribution of students by frequency of exercising Reading aspect within the two groups
Grammar/ Vocabulary
100% 80% 60% 40% 20% 0%
80 59
Group 1
■ Every day
Group 2
I From time to time
Fig. 3. The distribution of students by frequency of exercising Grammar / vocabulary aspect within the two groups
Speaking
19 37
Group 1 Group 2
■ Every day From time to time
Fig. 4 The distribution of students by frequency of exercising Speaking aspect within the two groups
As shown in the diagrams, it can be observed that the application of language exercising increases depending o n the frequency of approaches to listening activity (Group 1 and Group 2). The frequency in reading applications makes 70 % for those who apply listening input every day versus 45 % to those who apply reading input rare than every day. Respectively we observe the similar tendency of applying other EFL aspects with those whopractice listening comprehensionevery dayand Vose who lack thnt thishabit orstereotype.In practicing Grammar / Vocabulary it is 15 % versus 5 %. In practicing oral conversation it is 80 % with Group 1 comparedto COs/0(Geonp 2).
Thus, the data of the research demonstrate the clear increase in frequency of approaches to learning inputs inal°Epn aspetts within t.e group cf shodeniS( wpo impkmehtcfficient.C.'ncetodiegro^urcoiTelafwo study can be supposed to be confirming the idea of LC as a significant tool in intensification of motivation and practical approaches of students to extra self-independent learning activities in language acquisition.
tit generatcoaiyiisohohe GoogleknnkpueskemiWros proveotkatptddecesinrensinolgnoplo EFL Oeatnmg as a self-independent activity in their life mode. Different types of asynchronous learning are being used for the foot arpecis of the laoenage ecquiaipiondisie mnpr reahrng, wktinn ktOoral speecn).TPdtftideots'habit tsose the diverse EFL input is regulated mostly by the extensive use and an easy access to digital technology rather thws their conscicus ioPootcotaiyaniPOyto iehmtkg[9].Bti(neveinoeress,lheaccesoobility oh lemiinp oyput involves learners into the process, intensifies their motivation and promotes to the increase of their interest scope in the field of general and professional learning. The survey shows the learners' application to a variety of autPeniic motogatr ona regularbaiit, mrstly by different means of digital media [14]. The SRL mode provides learners with a high value in test scores exhibiting the general language expertise.
PeacWno skidentr td eoiensoveiirteePng oanplon motkotpl role ioOheirhovelopiog fuinreiwipBaps skrttg. Specifically related to this paper is the finding concerning the correlation between the frequency of listening atoibitypkd generalEOLmcqoitiiion iovel.TfefindingaoPtnined frow the quoriiomidise itcog^dtnn qmpie interest of learners to apply EFL self-independent activities and demonstrated that learners construct their own ^sinal kiting envipopmeni to resohie then" mdm^i1 ehhonnae [6S Llstenm. asihe oopc ^akoi^i^e sl^Cl is perslcmotlnlntorwt9ved witi^ ^t^eollf€^raíiai9c^te ps lmblahearofi-ciency - reading, language use (grammar and vocabulary), speaking and writing. The research proves that there iroSlreotPecehdehayh9eFLgen9sal aed proOesaionoltevelonfge fsecaloncsoOapplooogto a listchincinput. This finding is aligned with A. P. Gilakjani and N. B. Sabouri studies about the regularity of application of aucototy mp^ 22]. ii "the rome vein, S. Graham showed the importance of teaching listening as a skill underpinning foreign language acquisition more broadly on the one hand, and the relative paucity of teaching practice into listening compared with the skills of speaking, reading or writing on the other [15]. Our findings on the effect of LC activity on mastering language aspects are supported by A. Edele and P. Stanat, who proved our assumption about listening comprehension in L1 being a significant predictor of language minority students' reading comprehension in L2 [16]. Similarly, T. P. Hogan, S. M. Adlof and C. N. Alonzo review showing that
LC becomes the dominating impact on reading comprehension starting even in the elementary school. They also underline the failure of an increasing number of children to develop adequate reading comprehension skills, primarily due to deficient listening comprehension skills [17].
The findings of our study reveal the fact that the more extensively listening inputs as well as other aspect activities are taken, the better memory span of the learners may become. Much depends on the genetic and educational background of learners. Our hypothesis is that the challenge in teaching EFL should be carried out with the idea of integrating SRL technology provided by the current situation of a great variety digital and non-digital means. The role of the two assumptions (instruments and SRL) can play to the belief that the ability to self-organization should become a personality trait which in combination with the current tendency to apply advanced digital technologies can play to establishing self-control/self-assessment skills.
Answering the research questions we found that the majority of listening input comes from authentic sources. This demonstrates that an extensive use of technology can be a predictor for developing EFL skills, which is widely being discussed in academic literature. A. V. Pushkina, L. V Krivoshlykova and E. V. Larina describe the use a variety of information and communication technologies (ICT) for developing effective listening skills, which proves the above supposition [18]. It is suggested that the use of technologies should be motivating for language learners as they can have language practice in and out the classroom [19]. Most common and popular ICT tools used by teachers and students include social networks, video and podcasts from Y-tube hosting and many other [20]. Innovative technologies of teaching listening to students of engineering majors are widely used in non-linguistic universities. The opportunities for visualizing the material help to escape the misbalance connected with its authenticity, thus, contributing to the formation of EFL professional and communicative expertise of learners. In turn, this circumstance leads to the development of communicative forms of professional and social behavior in an authentic context.
The results of the presented study are consistent with the results of other research papers in terms of practicing extensive listening in SRL for achieving the results in all language aspects [21]. It is believed that exercising an extensive listening brings to the development of metacognitive awareness, one of the significant psychological features in learning [11]. This is in agreement with the current research, which in accordance with its purpose, contributes to the assumption that self-sustained performance of listening exercises has a direct proportional expression as a half-training in the main language aspects.
The present study found some inconsistencies among national EFL educational and real life practices of teaching. Therefore, it is suggested that EFL programs invest more time in raising SRL awareness of learners to extensive educational practices. EFL educators may contribute textbooks and study guides that fit the situation of extra instruction directed to teaching strategies for learning by maintaining the link between EFL curriculum and the learners' extra immersion into the foreign language, instructors may obtain the needed assistance and establish the link between theory and practice.
Conclusion
The research was completed to study the effects of LC practice on general and professional EFL competence in terms of vocabulary learning, reading comprehension, grammar mastering and oral and written communication. In other words the present research aimed to prove the assumption about the crucial effect of extensive listening to the level of EFL acquisition. The theoretical results allow making the conclusion about the necessity of the teaching staff to encourage learners to apply to listening activities on a regular basis in their SRL and life style mode. It underlines the role of authentic materials used for listening. The data indicate that the motivational power of this activity has been increasing lately, given the fact of the rapid development of the state-of-the-art technology. The study questions were notably answered according to the results. The findings indicated that learners make an ample use of audio/visual and broadcast input supplied by electronic media as an efficient educational resource.
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история статьи:
Получена: 15.04.2022
Принята: 11.05.2022
Опубликована онлайн: 25.06.2022
Article history:
Received: 15.04.2022
Accepted: 11.05.2022
Published online: 25.06.2022
сведения об авторах:
нуриева наиля сунгатовна, доцент, Московский государственный технический университет (МГТУ) им. Н. Э. Баумана, кафедра «Английский язык для приборостроительных специальностей», Москва, Российская Федерация; e-mail: nurieva-n@yandex.ru.
николаева наталья николаевна, доцент, Московский государственный технический университет (МГТУ) им. Н.Э. Баумана, кафедра «Английский язык для приборостроительных специальностей», Москва, Российская Федерация; e-mail: nnn55n73@mail.ru.
Bionotes:
Nailya S. Nurieva, Associate Professor, Bauman Moscow State Technical University, Moscow, Russian Federation; e-mail: nurieva-n@yandex.ru.
Natalja N. Nikolaeva, Associate Professor, Bauman Moscow State Technical University, Moscow, Russian Federation; e-mail: nnn55n73@mail.ru.
