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Article

Fostering Economics Students’ Listening Skills through self-regulated learning

Journal of Language and Education. 2017. No. 3. P. 60-67.

This study aims at fostering students' listening skills by scaffolding their self-study learning practices in the English for Special Purposes (ESP) course. While there is a significant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a self-study mode is an efficient way to improve students' performance as it provides students with relevant scaffolding and makes listening process more transparent. The paper provides theoretical grounding for the self-study model. The entry-level test, and post-study test in listening scores (IELTS test) are compared across the control and the experimental groups  (60 students in total). The results of the study indicate that students who were developing their listening skills in a self-study mode via the designed scaffolding, performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside classroom prove to be a significant factor in facilitating English learning in an ESP classroom.