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This study explicates the listening activity preferences of Grade 7 and Grade 8 students (n=520) from provincial schools in the Philippines. Conjoint analysis was applied to seven listening-activity attributes. The results indicate that the nature of words used is the strongest contributor, followed by vocabulary difficulty and duration, with students generally preferring English alongside Filipino words.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-conjoint-analysis-of-the-listening-activity-preferences-of-a-select-group-of-grade-7-and-grade-8-students-from-philippine-provincial-schools/493069/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-conjoint-analysis-of-the-listening-activity-preferences-of-a-select-group-of-grade-7-and-grade-8-students-from-philippine-provincial-schools/493069.png","ImageObject",300,407,{"name":92,"@type":93},"Patrick","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-10","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To explicate the listening activity preferences of Grade 7 and Grade 8 students from provincial schools in the Philippines.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why is conjoint analysis used in this research?",{"text":117,"@type":113},"Because it is the most appropriate design for assessing students’ preferences among multiple listening-activity attributes.",{"name":119,"@type":110,"acceptedAnswer":120},"Which listening-activity attribute is identified as the most important factor?",{"text":121,"@type":113},"The nature of words used is the most important contributory factor, followed by the difficulty level of vocabulary and duration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},493069,1791385305,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","A Conjoint Analysis of the Listening Activity Preferences of a Select Group of Grade 7 and 8 Students from Philippine Provincial Schools  \nKristine Cielo F. Braganzaa, Allan B. De Guzman a,b,c,, Reinalene M. Gonzagaa,b, Eldon King L. Llamasaresa,b  \na College of Education, b The Graduate School, cResearch Center for Cultural Educational and Social Issue,  \nUniversity of Santo Tomas, España, Manila, Philippines 1015  \nEmail addresses:  \nKristine Cielo F. Braganza (  \nAllan B. De Guzman ([doc_allan@yahoo.com](doc_allan@yahoo.com))  \n*Reinalene M. Gonzaga ([rein_gonz26@yahoo.com.ph](rein_gonz26@yahoo.com.ph) (+63905 299 0077/ +632 516 4679))[) (+63905 299 0077/ +632 516 4679)](rein_gonz26@yahoo.com.ph) (+63905 299 0077/ +632 516 4679))  \nEldon King L. Llamasares ([eldonllamasares48@gmail.com](eldonllamasares48@gmail.com))  \n*Corresponding Author  \nA Conjoint Analysis of the Listening Activity Preferences of a Select Group of Grade 7 and Grade 8 Students from Philippine Provincial Schools  \nKristine Cielo F. Braganza1, Allan B. De Guzman 1,2,3,, Reinalene M. Gonzaga1, Eldon King L. Llamasares1  \n1 The Graduate School, 2Research Center for Cultural Educational and Social Issue, 3 College of Nursing  \nUniversity of Santo Tomas, España, Manila, Philippines 1015  \nABSTRACT  \nAmong the five macro skills in language learning, listening has been neglected the most. Studies have been conducted worldwide on students’ listening ability, however, only a few have focused on activity preferences. The purpose of this study was to explicate the listening activity preferences of a select group grade 7 and 8 students (n=520) from provincial schools in the Philippines. A conjoint analysis , which is the most appropriate design in assessing the students’ preferences , was used. From the seven attributes of listening activity, nature of words used (22 .33%) is the most important contributory factor, followed by difficulty level of vocabulary (21 .67%), and duration (12 .43%) .On the whole, this study shows that grade 7 and grade 8 students mostly preferred English with Filipino words in a listening activity, common words in terms of the difficulty level of vocabulary, short listening activity, part by part in relationship with volume, audio-visual when it comes to the format of their listening activity, actual delivery of the speaker, and lastly factual assessment focus. Thus, future research is needed to explore other attributes contributing to the listening activity preferences of students.  \nKeywords: Conjoint Analysis, Philippines, listening, k-12, listening activity, preferences  \nINTRODUCTION  \nListening has been identified as the most frequently used language skill inside the classroom (Huang, 2005; Thanajaro, 2000) . According to Gilakjani and Ahmadi (2011), listening takes up 40- 50% of communication while speaking, reading, and writing altogether takes 50-60% . Gilbert (2005) found that students, like those in the K-12 program, spend between sixty (60) to ninety (90) percent of their school time in listening to their teachers and/or classmates. Listening is a critical means of acquiring a second language or L2 (Rost, 2001) . Undoubtedly, listening skill serves asthe driving force to initiate first, second, and foreign language learning and later the medium of communication to keep and sustain the continuous language learning process (Bozorgian, 2012) .  \nDespite the very important role that listening plays in second and foreign language learning, it appears to be the most neglected among the language skills. Second and foreign language learners have serious problems in understanding spoken English language because universities pay more attention to English grammar, reading and vocabulary. Listening and speaking do not appear to be of importance in most of the textbooks and curricula, and teachers give only little attention to these skills while designing their lessons, believing that it will naturally develop in the course of language learn","cbCaipeqqXJZiYpS","https://ap.wps.com/l/cbCaipeqqXJZiYpS","pdf",265586,16,"English","# Abstract\n# Introduction\n# Theoretical Framework","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To explicate the listening activity preferences of Grade 7 and Grade 8 students from provincial schools in the Philippines.\"},{\"question\":\"Why is conjoint analysis used in this research?\",\"answer\":\"Because it is the most appropriate design for assessing students’ preferences among multiple listening-activity attributes.\"},{\"question\":\"Which listening-activity attribute is identified as the most important factor?\",\"answer\":\"The nature of words used is the most important contributory factor, followed by the difficulty level of vocabulary and duration.\"}]","A Conjoint Analysis of the Listening Activity Preferences of a Select Group of Grade 7 and Grade 8 Students from Philippine Provincial Schools | PDF",1790874587]