This document discusses resources for teaching and learning listening skills using information and communication technologies (ICT). It begins by explaining the importance of listening and outlines approaches like extensive and intensive listening. It then describes various ICT tools that can be used for extensive listening, including websites that provide news, stories and podcasts across different difficulty levels. The document also discusses principles of effective listening lessons, including pre, during and post listening activities. It provides examples of listening exercises and evaluates resources like EDpuzzle that allow instructors to insert questions and comments into online videos to enhance learning.

1. ICT-Based
Resources for
Learning and
Teaching
Listening
Paulus Widiatmoko
Indra Agus Eka Hariawan
Ni Wayan Surya Mahayanti

2. References Reviewed
▸ Vo, Y. (2013).
Developing
extensive
listening for EFL
learners using
Internet
resources. Hawaii
Pacific University
TESOL Working
Paper Series 11,
▸ Peterson, E.
(2010). Internet-
based resources
for developing
listening. Studies
in Self-Access
Learning Journal,
1 (2). 139-154.
2
▸ Mischel, L.J.
(2018). Watch
and Learn? Using
EDpuzzle to
Enhance the Use
of Online Videos.
Management
Teaching Review,
1–7.

3. 3

4. 4

5. 5
The Importance of Listening
Comprehensible Input (Krashen, 1982)
Modelling for authentic situations
Practicing pronunciation/accents/intonation
Facilitating other skills
Refreshing mind
……………….

6. Extensive
Listening1

7. EXTENSIVE
for pleasure & voluntary
To large amount of texts
Focus on exposure
Motivation & self regulation
Subconscious language learning
(acquisition)
INTENSIVE
For specific purposes
To selected types of text
Use of listening strategies
Teachers’ guidance and instruction
Deliberate language learning

8. How do we listen?
Bottom-up process
- knowledge of language
- our ability to process
acoustic signals
- to make sense of the
sounds that speech
presents to us.
Top-down process
- various types of prior
knowledge
- Matching prior knowledge
with the spoken message
- infer meaning from
contextual clues

9. The three stages of a listening
lesson
▸ Pre-listening :preparation stage.
▸ While -listening stage: actual listening & task
response.
▸ Post-listening stage: feedback & remedial
work.

10. Planning a listening lesson:
Pre-listening
▸ activating existing prior knowledge,
▸ introducing necessary schematic
knowledge,
▸ introducing the language which
students will encounter.

11. pre-listening activities
▸ Predicting content from the title of a talk.
▸ Talking about a picture which relates to the
text.
▸ Discuss relevant experiences.
▸ Discussing the topic.
▸ Answering a set of questions about the topic.
▸ Agreeing or disagreeing with opinions about
the topic.

12. pre-listening activities
▸ Associate vocabulary about the topic.
▸ Predict information about the topic.
▸ Write questions about the topic.

13. While-Listening Stage
▸ The purpose of while-listening stage is to help
learners understand the text.
▸ While learners listen they need to be given in
an authentic purpose for listening and
encouraged to attend to the text more
intensively.

14. While-Listening activities
▸ Ticking multiple-choice items.
▸ Filling in a chart.
▸ Complete a table, map or picture.
▸ Matching pictures with the text.
▸ Making notes.
▸ Answer questions.
▸ Complete sentences.

15. Post-Listening Stage
▸ The purpose of post-listening activities is to
help learners connect what they have heard
with their own ideas and experience.
▸ Helps learners to move easily from listening
to another skill.

16. Post-Listening Activities
▸ Give opinions.
▸ Relate similar experiences.
▸ Role-play a similar interaction.
▸ Write a brief report.
▸ Write a similar text.
▸ Debate the topic.

17. Listening exercises (1/2)
Task type Example
Multiple matching • Matching descriptions with pictures.
• Matching stories with titles / endings.
• Matching speakers with professions.
• Matching speakers with feelings.
Multiple choice
(A, B, or C)
1. What do you suppose the relationship
between the two speakers is?
A. Boss and employee.
B. Brother and sister.
C. Doctor and patient.
2. We are listening to a man:
A. explaining the values of exercising.
B. giving advice on healthy lifestyle.
C. giving tips on healthy eating habits.
Ordering/Ticking
pictures

18. Listening exercises (2/2)
Task type Example
True/ False /
Not stated
This part of England is historically more important than
any other.
Fill in The story is about two vices: ______ and envy.
The first man in the story wanted to become _____.
Short
answers
What’s the speaker’s profession?
What’s the speaker looking for?
Listening
close
Make sure that you’ve made sufficient time for this
meditation and that you will not be (21) ______.During
this exercise you will observe and (22) ______different
parts of yourself.
Note-taking
Summarizin
g

19. speaking
reading
listening writing
Integrated-Skill Language
Practice

20. Receptive
skills
Productive
skills

21. PAUL
NATION’s
Four
Strands of
language
lesson/
course
Meaning
Focused Input
Meaning
Focused
Output
Language
Focused
Learning
Fluency
Practice
Receptive language use;
listening and reading
for comprehension,
knowledge and
enjoyment
productive language use;
speaking and writing
for communicative
purposes
focus on form; deliberate
learning of language
features like
vocabulary, grammar,
etc.
receptive and productive
use of familiar
language to convey
meaning and increase
speed
Meaning Focused
Input

23. Internet-based
Resources2

24. Extensive Listening Sources
(Online)
BBC Learning English
http://www.bbc.co.uk/worldservice/ler
ningenglish/
This site has hundreds of listening activities and
texts from the BBC’s extensive archives. It is about
news and stories that learners can read and listen
to. Some words are marked so that they can be
studied as vocabulary. It is appropriate for all levels.

25. Extensive Listening Sources
(Online)
Beeoais.com
The website has stories with audio about people and
their lives, spoken slowly. Learners can listen to and
read along with the stories. It is recommended for
three levels: beginning, intermediate, and advanced

26. Extensive Listening Sources
(Online)
Connect with English
http://www.learner.org/resources/seri
es71.html
The website has video stories about people and
their lives spoken in slow English. It includes 50
fifteen-minute video programs and coordinated
books. It is suggested for college and high school
classrooms and adult learners.

27. Extensive Listening Sources
(Online)
L.E.A.R.N. http://learnintl.com
The website is recommended for intermediate and
advanced learners. It is about stories in fairly hard
English, but read slowly. Learners can also read the
scripts on-line.

28. Extensive Listening Sources
(Online)
Spotlight
http://www.spotlightradio.net
The site is about podcasts, stories, and news. The
English is at almost normal level. Language learners
can listen to and read at the same time. It uses a
specially modified form of English to make listening
to the radio easier. It is suggested for beginning and
intermediate levels.

29. Extensive Listening Sources
(Online)
Successful English
www.successfulenglish.com
This website is a good place to find clear
explanations and practical suggestions for better
English. Especially it supplies intermediate and
advanced English learners with online listening and
video resources about subjects related to life in the
United States: daily life, business, entertain-ment,
health/medicine, relationship, shopping, etc.

30. Extensive Listening Sources
(Online)
Takako's Great Adventure
http://international.ouc.bc.ca/
takako/index.html
This is a full novel told in parts that learners can
listen to. They can also download PDF files of it to
read. The site is good for advanced learners.

31. Extensive Listening Sources
(Online)
VOA Learning English
http://www.voanews.com/
specialenglish/index.cfm
This website is recommended for adult learners and
students who are interested in politics, current news,
as well as special features on life in the U.S.
including science, education, health, famous
Americans, and American history. They can read
and listen to them on their computer or download
them to their iPod or mp3 player.

32. Resources (Other)
▸ https://www.dailyesl.com/
▸ https://www.ezslang.com/
▸ https://www.youtube.com/user/VideoJug

33. Resources
(Podcast)
▸ http://www.bbc.co.uk/podcasts
▸ http://iteslj.org/links/ESL/Listening/Podcasts/
▸ http://www.manythings.org/songs/
▸ http://www.podcastdirectory.com/podcasts/7538
▸ http://www.eltpodcast.com/
▸ http://learnenglish.britishcouncil.org/en/elementary-podcasts
▸ http://learnenglish.britishcouncil.org/en/professionals-podcasts
▸ http://www.businessenglishpod.com/category/esl-podcast/
▸ http://www.podcastdirectory.com/podcasts/21609

34. Mischel (2018)
Watch and Learn? Using EDpuzzle to Enhance the Use of Online
Videos
3

35. Description
▸ EDpuzzle is an online resource that augments
the use of video clips in classroom learning
experiences and some text
▸ Educators can choose video clips from a
variety of the most popular online video
sources including YouTube, Khan Academy,
National Geographic, etc.
▸ Once a video has been chosen, EDpuzzle
offers a variety of tools to supplement students’
learning experiences.
35

36. “
36

37. First
EDpuzzle ensures that
students actually watch a
video and understand it
rather than just running it
in the background on
their computers
Classroom Application
Second
With EDpuzzle, students
have the opportunity to
review subjects as many
times as needed to
absorb the lessons
37
Black
The voiceover option in
EDpuzzle can be used to
enhance the familiarity of
the topic for students.

38. 38
EDpuzzle’s cropping tool allows instructors to cut the
beginning or ending of a video to make it shorter
Students will pay closer attention to content when they
hear it from a familiar voice (Tanaka & Kudo, 2012).
Research has shown that videos lasting 7 minutes or
shorter are able to retain a student’s attention better
(Guo et al., 2014; Kim et al., 2014)
The voiceover and audio notes tools allow instructors
to record an audio track that covers the entire video,
insert notes at different points throughout the video to
focus students’ attention, or elaborate on particular
concepts.

39. 39
EDpuzzle quiz tool allows instructors to insert one or
more multiple-choice, true or false, or open-ended
quizzes or written comments into the video
Students must answer the questions posed or read
the comments before continuing the video. Text
boxes can also be used to direct a student to other
sources, summarize something they just watched,
focus their attention on something they are about to
watch, or tie a segment to class concepts.
EDpuzzle provides a variety of reports for instructors.
This report indicates which students in a class
watched an assigned video, how well they performed
on the quiz questions provided, and whether they
watched the video before its due date.

40. 40
Educators can choose video clips from a variety of the
most popular online video sources including YouTube,
Khan Academy, National Geographic, TED Talks,
Veritasium, Numberphile, Crash Course, and Vimeo.
OR

41. Advantages
▸ It can enhance distance-learning
experiences
▸ When questions are distributed throughout
the video, it helps the viewer absorb
smaller pieces at a time
▸ EDpuzzle reassures the instructor that
learning has occurred
▸ When adding an audio note, the video is
frozen for a short period of time while the
instructor inserts some audio to help focus
the lesson (Signaling)
▸ EDpuzzle has created the ability to
share videos with others 41

42. Findings of Mischel (2018)
Students were asked to
make videos of required
presentations and
provide lists of related
open-ended questions
for the instructor to
incorporate as well as for
other students
For missed classes,
questions were inserted
into video lectures to
focus students’ attention
on important concepts.
42
HELPS STUDENTS IN
LEARNING

43. Disadvantages
▸ Students may also have questions that
may require extra time from the
instructor.
▸ Edpuzzle provides no way for other
students to comment and/or interact
live with each other or with the
instructor on posted videos.
▸ Cropping can only be done at the
beginning and end of the video, not in
the middle.
▸ If instructors want to do voiceover, they
must do so for the entire video.
▸ deep integration with an LMS is not yet
possible 43

44. 44
Time to Discuss ^^
Group 1
Mengapa ICT diperlukan dalam
pengembangan keterampilan
menyimak?
Group 2
Bagaimana memilih ICT tools
yang tepat untuk
mengembangkan keterampilan
menyimak?
Group 3
Bagaimana keberhasilan
pemanfaatan ICT untuk
pengembangan keterampilan
menyimak dievaluasi?

45. 45
THANKS!