dc.contributor.author |
Hojeij , Zeina S. |
|
dc.date.accessioned |
2018-08-01T05:58:15Z |
|
dc.date.available |
2018-08-01T05:58:15Z |
|
dc.date.issued |
2014 |
|
dc.identifier.issn |
2210-1829 |
|
dc.identifier.uri |
https://journal.uob.edu.bh:443/handle/123456789/2122 |
|
dc.description.abstract |
This paper reports on a study exploring the relationship between the manner in which listening content is presented and the results of listening tasks in EFL classes. The study involved university level first-year students in an English foundations program at the intermediate level. The participants were Arabic-speaking students learning English language in a core English class. The students completed four listening tasks presented through a recording and live in the class, which required them to listen to authentic conversations, reports, and lectures and to complete a number of comprehension exercises of various types. |
en_US |
dc.language.iso |
en |
en_US |
dc.publisher |
University of Bahrain |
en_US |
dc.rights |
Attribution-NonCommercial-ShareAlike 4.0 International |
* |
dc.rights.uri |
http://creativecommons.org/licenses/by-nc-sa/4.0/ |
* |
dc.subject |
Authentic materials |
|
dc.subject |
Active listening |
|
dc.subject |
Listening skill |
|
dc.subject |
Listening proficiency |
|
dc.title |
Learning to Listen Effectively in EFL Classes |
en_US |
dc.type |
Article |
en_US |
dc.identifier.doi |
http://dx.doi.org/10.12785/IJBMTE/020103 |
|
dc.volume |
02 |
|
dc.issue |
01 |
|
dc.source.title |
International Journal of Bilingual & Multilingual Teachers of English |
|
dc.abbreviatedsourcetitle |
IJBMTE |
|