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Article published In: Qualitative Research on Language Learning Strategies and Self-Regulation
Edited by Nathan Thomas, Jason Schneider and Sihan Zhou
[AILA Review 37:2] 2024
► pp. 266–289

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Listening strategy instruction for EMI learners to understand teacher input in science classrooms

ORCiD logo with link | The University of Hong KongHong Kong
Published online: 18 November 2024
DOI logo with link
https://doi.org/10.1075/aila.24021.fun
Abstract
Listening strategies have mostly been investigated in contexts where learners listen to audio recordings. However, a much more prevalent and indispensable listening task in the classroom is listening to teacher input, particularly in the English Medium Instruction (EMI) classroom where the goal of learning is directed towards comprehension of content subject knowledge (e.g., science, geography). Research has also shown that teacher talk dominates EMI classroom interaction, making it even more important to understand how learners comprehend teacher input. However, little research has been conducted in this area, and even less attention has been devoted to exploring how learners can learn to listen in this classroom context through strategy instruction. This paper reports on a study that implemented a listening strategy instruction programme for a class of secondary school EMI students. The study started with a needs analysis, followed by strategy instruction sessions, and lesson observations and stimulated recall interviews. This paper presents data from two EMI students as focal participants and explores how they improved their strategic behaviour when comprehending teacher input in the EMI classroom. Both students widened their strategic repertoires, but the high achiever benefited more from the strategy instruction programme than the weaker student. This paper ends with pedagogical implications, highlighting the importance of listening strategy instruction for EMI learners.
Article outline
  • Introduction
  • L2 listening strategy research and instruction
  • Listening strategy in EMI setting
  • Method
    • Research context and participants
    • Research design
      • Needs analysis
      • Listening strategy instruction sessions
      • Lesson observation and stimulated recall interviews — A process approach to evaluate listening SI
      • Data analysis
  • Findings
  • Discussion
  • Conclusion
  • References
References (42)
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Cited by one other publication

Thomas, Nathan, Jason Schneider & Sihan Zhou
2024. Qualitative research on language learning strategies and self-regulation. AILA Review 37:2 ► pp. 177 ff. DOI logo

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