IJAEDU- International E-Journal of Advances in Education

Abstract

This study investigates the effectiveness of improving academic listening skills among English as a Foreign Language (EFL) students from Turkmenistan who are enrolled in educational institutions in Uzbekistan, encountering both linguistic and non-linguistic challenges that obstruct proficient listening. In consideration of the substantial challenges these students face, which include limited language proficiency, cultural divergences, and variations in personal learning styles, this study delineates the primary obstacles to their academic achievement.
Subsequently, a comprehensive intervention treatment plan was devised over a four-month period, employing a task-oriented methodology that incorporates interactive activities, collaborative projects, and targeted feedback specifically aimed at enhancing listening abilities while addressing these challenges. A pivotal component of this methodology involved the formulation and evaluation of an experimental English literature curriculum and Integrated Language Skills curriculum, which integrated listening comprehension as a fundamental aspect to facilitate students' understanding of the subject matter, concurrently fostering critical listening skills through the examination of literary works and discussions. Additionally, the intervention placed a significant emphasis on metacognitive strategies by motivating students to contemplate their listening processes, establish objectives, and assess their comprehension, thereby promoting heightened self-regulation in their educational endeavors.
Moreover, a dedicated Google Classroom platform was established to provide students access to a variety of lecture resources, encompassing collected listening lectures and audio materials (YouTube videos), as well as practice assessments designed to promote autonomous learning and the enhancement of these competencies beyond the classroom setting. This digital platform offers students the opportunity to engage with listening input materials at their individual pace, thus reinforcing the skills acquired throughout the program.
The results reveal that participants within the treatment group exhibited notable advancements in their academic self-efficacy and overall academic performance in comparison to their counterparts in the control group. This outcome underscores the necessity of addressing listening challenges within the framework of English as a Foreign Language instruction and illustrates how improved listening capabilities can serve as a pathway to enhanced academic success.
The ramifications of this research extend beyond individual advantages, proposing that a heightened focus on task-based methodologies and metacognitive strategies for the development of listening skills within language education could yield improved academic outcomes for EFL learners at large. Consequently, this investigation bears practical implications for educators and curriculum developers by advocating for the establishment of more inclusive and effective language learning environments, with a concentrated emphasis on the cultivation of listening skills as central to EFL education. The amalgamation of an experimental English literature course, complemented by a meticulously designed online platform and metacognitive training, has the potential to significantly elevate students' capacity to practice and refine their listening skills, thereby facilitating progress toward academic accomplishment.