What have others learned about my question?
Ways to increase development of students speaking and listening skills
Graham, L., Lee, S., Lui, M., Moore, Z., (2000). A Look at the Research on Computer-
Based Technology Use in Second Language Learning: Review of Literature from 1990-2000. Retrieved from
This study discussed the use and past research on the impact fo technology on language arts skills across the board. This included vocabulary comprehension and writing as well as speaking and listening. The study was done in a seven month time frame. The information reviewed was refereed journals and ERIC documents. 21 journals and 246 articles were used. They were categorized a non-research based and research based. Within these categories there were also organized into sub categories. The study discussed the potential of technology as well as actual studies that over all did not have conclusive evidence that technology helped improve language skills in all areas. Many studies discussed impact on vocabulary acquisition, reading comprehension, and achievement scores but only a few studies focused on listening and speaking skills.
Stanley, K. (2011). Action Research: An Inquiry into Developing Focused Listening
Skills Through A Technology Based Learning Module and Reflective E-Journaling. Retrieved from
The action research was an inquiry into developing focused listening skills through a technology based learning module and reflective E-journal. The purpose of the study was to see what impact it would make on student involvement, comprehension, and retention when listening to a speaker. The timeline is close to one year. The base line was established then students were enrolled in a technology course to work at their own pace to complete it in a two week period. Data was collected in journals surveys. This study asserts that students need to have specific listening skills taught and they need to maintain them to become better listeners. As students become better listeners and comprehend more they will be active participants in their learning.
Thi Tam, N. (2012). An action research on developing speaking skill through oral
presentations with reference to the course book “Talk time” for the second-year non-major students at Hanoi University of
Industry. Retrieved from http://dl.vnu.edu.vn/bitstream/11126/461/1/04051000630.pdf
This study focused on using student presentations to impact speaking skills of non-English speaking students. The method used was to have students in groups of three prepare a presentation for the class. Each student had to prepare a 5 minute potion of the total timed presentation. They used the technology available, which included Power point presentations and projector equipment. The data was collected in the form of questionnaires, observations, and student journals. The study asserts that comparatively the students showed improvements from the begging to end in the areas of speaking and listening when the oral presentations were used. IT asserts that the students awareness was raised when they were responsible for the presentation and that influenced them to be better prepared for their own presentations and more involved in others. They were more willing to engage in the question and answer portion of the presentations.
Cenin, F., McCullough, E. Reynolds, B. (2006). Podcasting and Its Effects on Speaking
and Listening Skills in the Foreign Language Classroom. Retrieved from
This study was a focus on appropriate ways to use podcasts to increase students listening and speaking skills in a foreign language at a high school level. The study cited other sources such as Meng 2005, Eash 2006, Pew 2005 when discussing what others already now about the topic which was, that this technology (podcasts) is very practical and that there is an increasing trend of use. This study introduced students to podcast using them for listening activities at first. Shortly after the students were offered the Opportunity to write their own dialogues and present them in a podcast. This article asserts that students attitudes toward listening and speaking activities have changed positively, the increase in use of a popular tool has given students opportunity to practice more therefore increasing skill levels.
Center for Learning Resources. (2005) Action Research Project in Improving the English
Language Communication Skills of Disadvantaged Rural and urban Students in Middle School of Pune District Through
Interactive Radio Instruction 2000 – 2004. Retrieved from http://www.clrindia.net/downloads/clr_radio_project_report.pdf
The action research focused on the use of Interactive radio instruction to help improve speaking and listening skills. 20 schools were selected and monitored for 3 years. A baseline assessment was administered to all 600 students. Two types of research activities were used. A series of test were used to ascertain the level and change in all of the language arts skills and the lessons in the classroom using radio instruction were monitored. At the end of the research the study asserts that the radio had positive impact on a large number of urban and rural students. The listening scores were impacted also but to a lesser extent.