A seven-week trial of nightly extensive listening (EL) homework with two pre-intermediate classes. It worked while the teacher checked it; once checks eased, students recycled old entries. Students wanted more guidance and fewer, shared videos.
Set-up
- Each night: one video or audio (subtitles allowed) + an EL table: my response (opinion, difficulties, questions, connections), vocabulary (word family, translation, pronunciation, collocation, own sentence), summary.
- Lessons open with 5 minutes of group sharing; a visible 1/0 completion record.
- Three research-based tips: five videos on one topic in a week (narrow listening); re-watch and note the difference; subtitles first, then without.
Results (self-report, no control group)
- 257 and 233 entries (~15 per student over 7 weeks).
- Of 25 students: 68% enjoyed EL, 76% felt listening improved, 48% remembered new vocabulary, 56% planned to continue.
Research cited
Renandya & Farrell (2011); Chang & Millett (2014); Siegel (2011); Stephens (2011); Galloway & Rose (2014).
Takeaway (Claude)
Accountability and choice pull in opposite directions. The fix the data suggest: a shared weekly text everyone discusses plus free choice for the rest, so sharing time has something in common to talk about.
Connections
Comprehensible input is necessary but not sufficient · Why L2 listening is hard - cognitive and affective barriers · Process listening vs the comprehension approach