Effects of Activating Background Knowledge in Listening Skill and How to Improve IELTS Listening

Journal of English Language Teaching and Applied Linguistics

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Field Value
 
Title Effects of Activating Background Knowledge in Listening Skill and How to Improve IELTS Listening
 
Creator Linh, Nguyen Nu Nhu
 
Subject Background knowledge, IELTS Listening, Listening comprehension
 
Description Among the well-known international English tests, IELTS has been seen as one of the most well-trusted and popular to EFL learners throughout the world. In Vietnam, most of the universities require their EFL students to have an IELTS score of 6.5 or 7.0 to fulfil their bachelor degree program, which is not quite an easy job. The paper emphasizes the role of background knowledge in improving IELTS Listening scores for EFL students at Saigon University. The research was done by observing two groups of students learning Listening Module 3 at the institution. They were required to do the same test; however, while a group was constructed with pre-listening activities, the other simply listened and completed the task without preparation. The result showed little difference between the two groups in terms of efficiency, but most of the students in the first group were able to complete their test in the first time listening while some members of the latter group needed a second time. They were then required to complete a survey, including learning styles and attitudes. The results also tell us that EFL students pay much attention to pre-listening activities, and they believe such tasks can help them do their listening test better.
 
Publisher Al-Kindi Center for Research and Development
 
Date 2021-06-08
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer-reviewed Article
 
Format application/pdf
 
Identifier https://al-kindipublisher.com/index.php/jeltal/article/view/1784
10.32996/jeltal.2021.3.6.3
 
Source Journal of English Language Teaching and Applied Linguistics ; Vol. 3 No. 6 (2021): Journal of English Language Teaching and Applied Linguistics - Special Issue; 13-25
2707-756X
 
Language eng
 
Relation https://al-kindipublisher.com/index.php/jeltal/article/view/1784/1469
 
Rights https://creativecommons.org/licenses/by/4.0/
 

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