CREATING EFFECTIVE LISTENING TASKS FOR UNIVERSITY STUDENTS: A CONTENT-BASED APPROACH
Abstract
Listening comprehension is a crucial skill for university students across disciplines, yet traditional approaches to listening instruction often lack engagement and fail to leverage the richness of academic content.This study explores the efficacy of a content-based approach in designing and implementing effective listening tasks for university students.Employing a mixed-methods approach, the study combined action research with pre- and post-tests to gauge student listening comprehension. A series of content-based listening tasks were developed around specific academic topics and integrated into the curriculum. Student engagement, perceived effectiveness, and learning outcomes were evaluated through observations, surveys, and performance on listening assessments.Findings reveal that content-based listening tasks significantly enhanced student engagement and perceived effectiveness compared to traditional methods. Moreover, pre- and post-tests demonstrated measurable gains in students' listening comprehension abilities.This study underscores the potential of content-based listening tasks to foster engagement, deepen understanding of academic content, and improve overall listening comprehension skills in university settings.
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