Meeting the Challenges of Decoding Training in English as a Foreign/Second Language Listening Education: Current Status and Opportunities for Technology-Assisted Decoding Training

Autor/inn/en	Jia, Chengyuan; Hew, Khe Foon
Titel	Meeting the Challenges of Decoding Training in English as a Foreign/Second Language Listening Education: Current Status and Opportunities for Technology-Assisted Decoding Training
Quelle	In: Computer Assisted Language Learning, 36 (2023) 5-6, S.1116-1145 (30 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jia, Chengyuan) ORCID (Hew, Khe Foon)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2021.1974051
Schlagwörter	Computer Assisted Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; Listening Skills; Auditory Perception; Meta Analysis; Speech Communication; Research Reports; Barriers; Learner Engagement; Cognitive Ability; Feedback (Response); Instructional Effectiveness; English (Second Language) + Suchen Sie Ihr Suchwort? Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Meta-analysis; Metaanalyse; Research report; Forschungsbericht; Denkfähigkeit; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Decoding training is an approach to teaching listening skills to help learners develop the ability to recognize individual words from speech. Although it has been historically underemphasized, recent empirical studies have pointed to its potential value in listening education. However, instructors and students generally face certain challenges when developing decoding skills. In this study, we used a meta-synthesis approach to examine all available empirical studies and identify five main challenges in decoding training: (a) insufficient time and practice, (b) student disengagement, (c) cognitive overload, (d) undifferentiated learning, and (e) ineffective feedback. We also discuss how technology was used in these studies to address these challenges. Finally, we identify several gaps in technology-assisted decoding training and offer recommendations for future research. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01