PROMOTING LISTENING STRATEGIES AND

GROUP WORK FOR TERTIARY STUDENTS LEARNING OF

LISTENING COMPREHENSION

ABSTRACT
Indonesia university graduate level of English listening comprehension is usually
lower than the other three skills of writing, reading and speaking (Prapphal, 2003), and the
culprit related to this causally is inadequate classroom teaching (Foley, 2005, p. 233).
Consequently, this research project investigates the implementation of an innovative
teaching intervention in some Indonesia tertiary listening comprehension class. The main
aims were to:
1. Examine the benefits of the teaching model
2. Explore individual student regulation of listening tasks
3. Examine influences of group interaction on learning in this context.
Both the intervention and the research project are guided by a socio-cultural theory of
second or foreign language (L2) acquisition which views human learning and development
as dependent on a repeated interplay between social and individual processes (John-Steiner
& Mahn, 1996, p. 191; Vygotsky, 1978; Lantolf & Thorne, 2006).
The intervention will involve both individual and group work, combining a
strategy-based listening instruction model based on the Cognitive Academic Language
Learning Approach (CALLA) (Chamot et al., 1999) with a three-step task design. This
model will provide students with strategy training and practice in selecting and using
appropriate strategies in the meta-cognitive processes of planning, monitoring, problem-
solving and evaluating.
The research is designed to take place over two year, with 30 participants from each
classes of 30, and generating both qualitative and quantitative data from numbers of tertiary
classes, while prioritising the former. The qualitative data will be collected through video
recordings of classroom activities, teacher-researcher's field notes, and group interviews at
the end of the intervention. The quantitative data are generated through pre- and post-tests
conducted with the participating students. Data sources and methods are triangulated for the
data analysis, which was thematic in the first instance. Vygotskian activity theory explicated
by Engeström (1987) will then be used in further interpretation. This theory offers an
effective analytical framework accommodating the interconnections between individual
and social processes involved in learning listening comprehension.

Keywords: Listening, Tertiary, Intervention, Group Works

1
 1. INTRODUCTION TO RESEARCH

As a result of the globalisation of the world economy, English has become a

medium of communication between native and non-native English speakers as well as
between speakers of different first languages globally (Tudor, 2001, p. 6; Seidlhofer,
2005). As in other countries whose native language is not English, the Indonesia
government realises that to succeed in the global market, the Indonesia workforce must
improve its English language skills. This issue has led to a considerably increased demand
for a proficient command of English among Indonesia graduates in the past decade.
Starting at the junior high school levels, Communicative Language Teaching
(CLT) approach has been adopted to promote student performance and acquisition of
skills in communicating and utilising English in international academic and career
settings. At the tertiary level, English has become a compulsory subject for all university
students across all faculties. Indonesia graduates are expected not only to be able to read
and write English, but also to be able to communicate verbally with English speaking
people.
In practice, however, despite spending 12 years prior to their tertiary education and
another four years in university, Indonesia university graduate English proficiency is lower
than the world standard. Of the four language skills (writing, reading, speaking and
listening), students demonstrate considerably lower proficiency in English listening
comprehension as they are unable to respond in English in real communication situations.
It has been assumed that Indonesia graduates' low proficiency level is the result of the
pedagogical method used and it is therefore essential for teachers to search for an effective
teaching pedagogy that would enhance Indonesia tertiary students English proficiency,
particularly their listening skills.
The body of second or foreign language (L2) acquisition literature has elaborated
the importance of listening comprehension. For example, Richards (2005) argues that
listening comprehension is not only the main channel of human communication, but also
the essential tool for overall L2 acquisition (pp. 85-86). Listening comprehension is the
primary skill that Indonesia students must acquire to master the other three English skills
and therefore use English effectively. The aim of this research is to investigate the
implementation of an innovative pedagogical model incorporating strategy-based listening
instruction based on the Cognitive Academic Language Learning Approach (CALLA)

2
(Chamot, Barnhardt, El-Dinary & Robbins, 1999a, 1999b) with a three-step task design
(pre-, while- and post-listening) in an intervention listening comprehension class in an
Indonesia university.
Adopting the notion of teaching students how to listen, this study focused on
investigating appropriate listening instruction which could better facilitate students
learning of listening comprehension. The two notions of teaching during the pre-, while-
and post-listening steps (Field 1998) and teaching through the meta-cognitive processes of
planning, monitoring, repairing and evaluating (Chamot et al. 1999a, 1999b) are adopted as
a combined theoretical framework in this study. Embedded in the three step listening task
are individual and group working structures. Following the socio-cultural approach, the
pedagogical model for this study adopted a two-fold structure respectively addressing
student need for individual learning (Williams & Burden, 1997) and collaborative learning
(Vygotsky, 1978). To maximise student learning, individual learning was planned for the
while-listening steps, and collaborative group work was planned for the pre- and post-
listening steps (as suggested by Hedge (2000) and Vandergrift (2003b).
This research also adopted CALLA (Chamot et al. 1999a, 1999b) as an instruction
model for the intervention class. This model offers the teaching of listening strategies by
way of triggering student meta-cognitive awareness in the four meta-cognitive processes of
planning, monitoring, problem-solving and evaluating.
The overall objectives of the study were thus to:
1. examine the benefits of the integrated teaching model in a Indonesia tertiary
listening comprehension class
2. explore individual student regulation of listening tasks
3. examine influences of social interaction in the form of group work on learning in
this context.
In order to respond to the research objectives, I set up three key research questions:
1. What were the outcomes of the intervention?
2. In what way did the students use listening strategies to regulate their listening
tasks?
3. In what ways did the groups function during the listening task?
Because of the nature of the three research questions, a mixed methods approach
was employed as the overall research design of this study. In Research Question 1, I
examine the overall outcomes of students participating in the intervention class in which

3
they both individually use listening strategies and collaboratively work in groups in
completing listening tasks. Research Questions 2 and 3 allowed me to deeply explore the
details of individual and group work learning processes that affected student listening
comprehension development. I applied both quantitative and qualitative methods of data
collection in seeking the answers to Research Question 1 but only the qualitative method in
Research Questions 2 and 3.

1.3 Significance of Research Project

This research project contributes to the practice of L2 listening comprehension
instruction to Indonesia tertiary students, and potentially to tertiary students in the region,
not only for English but for other foreign languages. First, all of this study is based on a
research framework derived from the literature of up-to-date research in the teaching of L2
listening comprehension. Consequently, its intellectual and practical implications address
concerns raised in the literature as being widely relevant, and therefore relevant to the
Indonesia context.
Second, this research offers a potential model for teaching students how to learn L2
listening skills. The model is developed to fit in the integrated English skills classroom that is
mostly found in Indonesia. The strength of the model lies in its capacity to connect individual
and collaborative learning processes. Most importantly, this study has investigated the value
of a range of pedagogical elements that may contribute to Indonesia tertiary students learning
L2 listening comprehension.
Third, this research, with its implications for research, may lead to future research
in this area.

4
 2. RESEARCH METHOD

This chapter presents the research design I am going to use to investigate how
individual student usage of listening strategies and their collaborative learning impacted on
their listening comprehension improvement. The aim is to generate rich data in answer to
the research questions.

All research is underpinned by a philosophical perspective or an overall orientation

about the world that a researcher believes in (Creswell, 2009, p. 6). According to Neuman
(2000), the philosophical perspective of how a human views the world can be explained via
three paradigms—positivist, interpretive, and critical social sciences. A paradigm is a 'basic
set of beliefs that guide action' (Guba, 1990, p. 17). Each paradigm consists of principles
combining the beliefs about ontology (the nature of reality), epistemology (the relationship
between the inquirer and the known) and methodology (how we know the world, or gain
knowledge of it) (Denzin & Lincoln, 2003, p. 33). These three components within the
research paradigm guide a researcher who 'sees the world and acts in it' (Denzin & Lincoln,
2003, p. 33).

Taking an interpretative philosophical perspective, I am going to conduct my

research project to 'understand and explain human and social reality' (Crotty, 1998, p. 67).
My overall philosophical perspective can be described as being situated within the
constructivist-interpretive paradigm as categorised by Denzin and Lincoln (2003, p. 33).

According to Denzin and Lincoln, (2003), qualitative methods allow researchers to

be able to 'seek answers to the questions that stress how social experience is created and
given meaning' (p. 13). Researchers, therefore, focus on the 'socially constructed nature of
reality, the intimate relationship between the researchers and what is studied, and the
situational constraints that shape the inquiry' (Denzin & Lincoln, 2003, p. 13). A quantitative
method, however, is considered, as it is in this study, a potential method that provides
objective data which could supplement or complement the in-depth subjective data
collected from the qualitative method (Mertens, 2010).

For some researchers, qualitative and quantitative methods are applied to the
inquiry. These researchers believe that a mixed-methods approach is built on the strengths
of both the qualitative and quantitative nature of inquiry. By using mixed-methods,
researchers could create a more comprehensive understanding of research problems
5
(Creswell, 2009). As a constructivist-interpretive researcher, my belief is that knowledge is
socially constructed by people and that I should attempt to understand the 'complex world
of lived experience from the point of view of those who live in it' (Schwandt, 1994, p.
118). Therefore, while I am going to conduct this research based on a mixed-methods
approach, most of the data are qualitative. This mixed-method study is directed by the
framework which has been described by Creswell et al. (2003) as a study that:

involves the collection or analysis of both quantitative and/or qualitative data

in a single study in which the data are collected concurrently or sequentially,
are given a priority, and involve the integration of the data at one or more
stages in the process of research (p. 212).

The definition above clearly suggests four considerations in conducting a mixed-method

study:
1 The combination of two research methods
2 The nature of collecting and analysing data
3 The data prioritisation
4 Stage(s) of the actual data mixing or integrating.

I conducted my research project in accordance with the four suggested

considerations. In this research project, methodological triangulation and data triangulation
are used in order to verify my interpretation of findings.

Table 2.1 Triangulation in the research project (adapted from Denzin, 1989;
Freeman, 1998)

Types of triangulation
Classroom research:
Methodological triangulation - between-method triangulation
- within-method triangulation
Using multiple data sources:
- pre- and post-tests
Data triangulation - group interviews with students
- video recordings of classroom
activities
- teacher-researcher's field notes

Methodological triangulation: In triangulating the qualitative and quantitative research

methods, data from both approaches are compared and integrated (Patton, 2002, p. 556;
Dörnyei, 2007, p. 42). Since this type of triangulation allows for comparison of the study's

6
results from different methods, it provides a complete picture of an issue studied by Flick,
(2007b, p. 73). According to Denzin (1989), methodological triangulation could be
further divided into two aspects—between-method triangulation and within-method
triangulation (p. 237). In this research project, within-method triangulation is employed
for the classroom research. Regarding the between-method triangulation, a quantitative
method of test is triangulated with the qualitative methods of group interviews with
students and videos of classroom activities. In the within-method triangulation, two
qualitative methods of group interview and video recordings of classroom activities are
triangulated. By these means, the data from group interviews with students, video
recordings classroom activities, and teacher's field notes are compared and crosschecked
to paint an in-depth and clear picture of the research findings.

Data triangulation: This type of triangulation refers to generally comparing data from
various sources within qualitative methods (Patton, 2002, p. 556). 'By triangulating data
sources, analysts can efficiently employ the same methods to maximum theoretical
advantage' (Denzin, 1989, p. 237). In this study, data sources—transcripts of group
interviews with students and video recordings of classroom activities, written texts of the
teacher-researcher's field notes, and numerical records of pre- and post-test scores— are
triangulated to verify the research results.

7
 3. RESEARCH FINDINGS

This section summarises the main findings from the triangulation of three qualitative
data sources—group interviews with students, video recordings of classroom activities, and the
teacher-researcher's field notes—as well as from the quantitative data of pre- and post-listening
tests. Data analysed in this chapter indicated that the three groups, each taken as a community,
exhibit unique characteristics in the ways students regulated the task and their approach to group
work, as presented in Table 3.1:
Table 3.1: The distinctive characteristics of the three groups

Group 1 Group 2 Group 3

All group members Group members Group members all

strictly followed the almost all made one made a number of
prescribed learning minor alteration to major alterations to
Task adherence
task with only one the prescribed the task
member making a learning task
minimal alteration
Learning effort was Learning effort was Learning effort was
evident by all evident by all evident by all
Learning efforts
members during members during members during
discussion discussion discussion
All members strongly All members strongly All members strongly
exhibited their exhibited their exhibited their
Appreciation of appreciation of how appreciation of how appreciation of how
benefits of group group work enhanced group work enhanced group work enhanced
work their listening their listening their listening
comprehension skills comprehension skills comprehension skills
improvement improvement improvement

The main findings obtained from data analysis in this chapter direct me to a view of learner
language learning as being mediated by the social relations in which learners are positioned. This
point of view is concurrent with activity theory, which emphasises that human activities mediate,
and are mediated by, the social relationships they have with others (Johnson, 2009, p.78).

This chapter also concludes the study and outlines the findings of the
research into a teaching intervention for developing L2 listening comprehension in an
Indonesia tertiary classroom. As outlined in previous chapters, the design of the
intervention was guided by a socio-cultural theory of language acquisition—that
human learning and development depend on repeated interplay between social and
individual processes (John-Steiner & Mahn, 1996, p. 191; Vygotsky, 1978; Lantolf &

8
Thorne, 2006). It adopts an innovative pedagogical model which integrates the strategy-
based listening instruction model based on the CALLA model (Chamot et al., 1999a;
1999b) with a three-step task design ( pre-, while- and post-listening) and both
individual and group work.
This innovative model provided students with strategies for training and
practice in the mata-cognitive process of planning, monitoring and repairing
(problem-solving and evaluating) in the pre-, while- and post-listening steps of a
listening task. The pre-, while- and post-listening steps were applied in this
intervention to create learning space, allowing individual learning agents to construct
their knowledge and their situated social context thus creating their own activity
system (Engestrom, 1987).
The research into the teaching intervention employed a mixed method for the
inquiry, generating both qualitative and quantitative data and prioritising the former.
The qualitative data were collected through video recordings of classroom activities
during the semester, the teacher-researcher's field notes, and group interviews with
students at the end of the course, while the quantitative data were generated through
pre- and post-tests conducted on participating students.
The findings of this study contribute to a better understanding of issues in three areas
of teaching L2 listening comprehension:
1. The benefits of innovative pedagogical model in an Indonesian tertiary
listening comprehension class
2. Individual students' regulation of listening task, and
3. Influences of social interaction in the form of group work on learning in this
context.

Summary of the findings

The findings of this research study support the belief that language learners are
active learning agents actively engaging in constructing their own learning (Lantolf, 2001,
p. 145). However, learning does not occur separately from the social context but is
dependent on social and individual processes in the construction of knowledge
(Vygotsky, 1978). Learning occurs when learning agents construct their learning with
the help of artefacts and within an activity system (Engeström, 1987).

The qualitative data revealed the process by which individual students used the
9
strategies introduced in the intervention program to regulate their listening tasks,
showing how group collaboration could enhance student listening comprehension. The
analytic results from the quantitative data showed improvement in student listening
comprehension at the end of the intervention program, supporting the innovative
pedagogical model designed especially for the intervention program.
This study revealed that the pedagogical intervention, which combined group
work with the CALLA instructional model involving students using listening strategies
through meta-cognitive processes in the pre-, while- and post-listening steps of a learning
task, positively affected student improvement in listening comprehension.
The study also found that although all student listening comprehension
improved after they attended the intervention class, individual students' sense of
accomplishment varied according to the extent to which they capitalised on the
affordances—listening strategies and group work—which were provided in the program.
In terms of the first affordance—using listening strategies—in general, the
more proficient the students the more capably they demonstrated effective strategy
use. However, less proficient students could also use listening strategies as effectively
as more proficient ones if they regularly practised and if the group they were working
in was using and talking about listening strategies. This supports findings by
Vandergrift and Tafaghodtari (2010) regarding becoming a master in regulating the task
using strategies. It also supports the widely held view that learning strategy training in
general helps learners to become better language learners (O'Malley & Chamot, 1990;
Kohonen, 1992; Oxford et al., 2004; Chamot, 2005).
For the second affordance—group work—data analysis revealed that group work
could facilitate students in working effectively and actively toward completing
listening exercise questions through a strong engagement in group discussion focused not
only on the achievement of text comprehension, but also on strategy use. This could in
turn lead to individual students better sense of accomplishment.
The evidence showing that group work affected students high sense of
accomplishment could be traced from Group 1. According to the data findings, Group
1's listening activity was influenced by the group's values and beliefs, notably valuing hard
work and individuals contributing to the group, as well as believing that every member is
able to learn. Such values and beliefs influenced the group's rules of learning—the
group members followed the prescribed task and made only small alterations. The

10
group's values and beliefs also influenced the role distribution of its members—
everybody brought in and shared their knowledge with their peers in the group. The
interrelation between the community, rules and division of labour within the group
positively influenced the flow of the activity system. Group members as the subjects of
activity had the maximum opportunity to work towards their immediate goals with the help
of listening strategies and thus become competent in using such artefacts. By mastering the
use of listening strategies, the individual subjects in Group 1 could comprehend their
listening texts and could fulfil the task of question completion, which was their
immediate goal. With continuous practice in this activity system, all members in Group 1
could demonstrate listening comprehension improvement whatever their previous
language proficiencies were prior to joining the activity system.
The study also found that the activity system of Group 3 influenced their overall
lower sense of accomplishment when compared to Group1. Group 3's activity practice
was influenced by the group's values and beliefs, which favoured spoon feeding by one
member and believed that only one member had the ability to learn. This affected the
group's rules in learning—making major alterations to the learning activity rules. Three of
the four members could not follow the task rules due to their limited language proficiency,
and thus altered the rules to get the task completed. The division of labour was also
influenced by group members' beliefs and values. In this regard, the only one who took up
the learning task and contributed knowledge to the group was the proficient member.
The other three members made only perfunctory contributions to their own task regulation
and thus could not contribute any knowledge to the group. All the three elements—
community, rules, and division of labour—influenced the flow of the activity system in
Group 3. Due to the major alteration of the learning task, students overall did not actually
concentrate on using their listening strategies to regulate their listening task. Therefore they
did not master the use of the listening strategies and this led to them being unable to
effectively use listening strategies to help them comprehend the listening texts. By the end
of the semester, although the data showed that their listening comprehension improved,
overall they could only demonstrate a lower sense of accomplishment compared to Group
1.

11
 4. RESEARCH DISCUSSION

The implications of this study can be roughly divided into research and pedagogical
implications, both of which could contribute to L2 listening comprehension instruction
and future research of relevance to Indonesia.
Research implications
One research implication that can be derived from this study is that, when
investigating student learning in L2 listening comprehension, whether in an integrated
skills class or an entirely listening comprehension class, we should not lose sight of the
interplay between individual and social processes involved in learning.
A limitation of this research is the narrow scope of the investigation into both the exact
mechanisms that govern individual member contributions within the group work
activity system and the factors that control individual student choice of listening
strategies during the action of listening comprehension. Further research needs to be
designed to look into this. Ideally an empirical study should be conducted to test the
findings of this research about the interplay between individual and social processes
involved in learning L2 listening comprehension skills. Following are three
recommendations for future research:
First, this study was designed as classroom research in which 36 undergraduates of a
university in Indonesia participated as part of their assigned curriculum. Therefore, a
replication of this study with another group of students at the same university or at another
university in Indonesia would be quite feasible and may provide some useful contributions
about the proposed model instruction.
Second, the method used in this study was context-specific in design and
findings. When conducting further research, pre-pilot and pilot studies are needed prior to
the main study to investigate the types of listening strategies that could best benefit student
learning.
Third, for more understanding of student use of listening strategies to regulate
listening tasks and how the group functions to facilitate individual development in
listening comprehension, a longitudinal study is recommended in future studies. The
intervention in this study lasted for a semester and a longer period of training and practice
would be interesting to investigate.

12
Pedagogical implications
This study offers a teaching model of L2 listening comprehension that seeks to
systematise ideas, and to produce a working model which creates an effective pedagogy of
L2 listening comprehension learning. The model which emphasises instruction in the meta-
cognitive processes of listening, and allows individual and collaborative learning
spaces in the form of the pre-, while-, and post-listening steps, supports the post-
method teaching and learning perspective, which advocates students as learning agents
exploring their learning within the situated social context.
The implication for classroom teaching is that teachers teach L2 listening
comprehension by instructing them to use listening strategies in order to comprehend the
texts. The instruction should enable students to consciously know which strategies to use
for their listening moment. Guiding students through the meta-cognitive processes,
particularly the CALLA instructional model, is strongly recommended.
Another implication is that teachers arrange their classrooms in a mixed structure of
individual and collaborative group work, within the pre-, while- and post-listening steps of
the task. An individual working structure should be set up in the while-listening step to
provide opportunities for students to use listening strategies in helping them to
comprehend the listening text. The data findings indicate that when working
individually in the while-listening step, many students can readily employ the taught
listening strategies. In addition, they could also try out the strategies that other peers
recommended to make sense of what they could not have otherwise understood.
The last implication for teaching L2 listening comprehension is that group work
structures should be set up in the pre- and post-listening steps of the task. The data
findings show that in the pre-listening discussion, students can activate their
background knowledge about the listening topic while the group discusses the choices
of listening topic. This means they feel more confident in their use of listening strategies
when the group discusses the appropriate listening strategies to be used in each
listening topic. In the post-listening discussion, the data findings indicate that students feel
more confident about their comprehension by sharing the answers after listening with
other peers. In addition, students can gain knowledge about listening content and useful
recommendations about strategy use from other peers as well as solving their listening
problems.
One final pedagogical implication is that by creating an environment that maximises

13
the interplay between individual and social processes of learning, as the model in this
research did, we can offer students a better opportunity to fully develop their potential
for learning.

14
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