Developing Bottom-up Listening Skills in a Google Classroom-based EFL module
Keywords:EFL bottom-up listening, the use of technology, learner autonomy, Google Classroom, Vietnam
The influence of a mini EFL listening module of bottom-up activities on learners' listening ability and students' views on using Google Classroom is used as a tool for language learning and teaching. The students were 100 first-year EFL students at Hanoi. The teaching practice of EFL listening has not well addressed bottom-up listening skills (Seigel & Seigel, 2015). Moreover, autonomous listening is not very well focused in current pedagogy (Field, 2008). This study was conducted to investigate Pedagogical University 2. The module was developed on the Google Classroom platform, which incorporates listening activities on different bottom-up skills. The students completed the assigned bottom-up listening activities on the platform every week over a period of 10 weeks. The data were collected from an online survey (n=100) and a dictation pre-test, and a dictation post-test (n=100). This conference paper reported the results drawn from the survey data with 100 students. The results showed that the module improved students' bottom-up listening skills and positively affected their autonomy. The study suggests that EFL teachers should be more aware of the importance of bottom-up activities and allocate adequate time for them in listening courses, especially for low-level learners. Furthermore, the study indicates that Google Classroom, as a sample tool of technologies, can be employed with sound pedagogy to benefit students.
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