Learner Attitudes, Strategy Awareness and Strategy Use in Process-based Listening

Abstract

This paper outlines how current research could improve learner attitudes and heighten listening strategy awareness when using a three-stage listening process-based framework. This listening study outlines a logical pedagogic lesson for fellow educators to implement academic listening using www.breakingnewsenglish.com (BNE) in the tertiary level classroom. The preliminary study at a Korean university describes a series of five BNE lessons which were developed using a three-stage strategy-based plan for academic listening. Metacognitive, cognitive and socio-affective tasks were integrated into pre-/while-/post-listening stages to measure if listening attitudes improved and if strategy awareness and strategy use heightened after task exposure. The data analyzed from pre-course/post-course questionnaires suggest that although individual attitudes toward listening did not improve, listening components used in this pedagogic approach could improve strategy awareness and the employment of listening strategies to help second language learners develop their listening competence.