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Results show both approaches help, and teacher guidance needs to be complemented with individual extensive practice.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/is-listening-all-about-ones-own-effort-a-comparison-study-paper-findings/598132/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/is-listening-all-about-ones-own-effort-a-comparison-study-paper-findings/598132.png","ImageObject",300,407,{"name":42,"@type":43},"Indoniesian Boy","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What two listening approaches are compared in this study?","Question",{"text":63,"@type":64},"The study compares metacognitive listening instruction with extensive listening. 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A Comparison Study  \nSharing the same theoretical basis of extensive reading, extensive listening refers to learner exposure to a great deal ofcomprehensible spoken input. While the effectiveness of extensive reading has been widely acknowledged in many countries, empirical support of extensive listening is limited. This small-scale study adopted a mixed-method approach to compare the effects of teacher-guided listening instruction and extensive listening on EFL learners’ listening comprehension and vocabulary acquisition. Twenty-six EFL adult learners were divided into 2 groups. One group received teacher-guided listening instruction (n = 14), whereas the other practiced extensive listening (n = 12). All participants were tested on listening comprehension and vocabulary knowledge before, immediately after, and 3 months after the training period; 4 of them were interviewed after the training. The quantitative findings suggested that both approaches are effective in enhancing EFL learners’ listening comprehension and vocabulary acquisition. The interview data revealed that teacher-guided listening instruction is helpful but needs to be complemented by extensive individual listening practice. Based on the results, a new pedagogical model, which blends teacher-guided instruction and extensive listening practice, is proposed, and specific modifications tailored for ESL students are discussed.  \nIntroduction  \nI  \nn recent years, L2 listening instruction has shifted from a product-oriented approach, which heavily focuses on the outcome of listening, toa process-based approach, which emphasizes learners’ cognitive and  \nmetacognitive processes during listening (Siegel, 2013). This process-based approach, also called the strategy-based approach, involves raising learners’awareness of the strategies that they adopt and teaching them to use addi  \nThe CATESOL Journal 30.2 • 2018 • 43  \ntional strategies (Mendelsohn, 1994). Recent research has reported the positive relation between guided strategy instruction and L2 listening comprehension (Graham & Macaro, 2008) . Another type of listening instruction, extensive listening, exposes learners to a large amount of comprehensible input (Renandya & Farrell, 2011) . Several advocates of extensive listening have stressed the importance of this approach over strategy-based instruction (Blyth, 2012; Renandya, 2012; Renandya & Farrell, 2011). Nevertheless, empirical evidence to support this argument is needed.  \nLike written input, spoken input plays an important role in L2 learners’ vocabulary acquisition (Vidal, 2011) . Several factors have been found tobe related to vocabulary acquisition through listening input, such as word type and and frequency of word occurrence (Vidal, 2003) . Since the type of L2 listening instruction to some extent determines the type of input learners receive, it is important to examine which type of listening instruction is helpful for L2 vocabulary acquisition.  \nIn the present study, three terms (i.e., teacher-guided listening instruction, listening strategy instruction, and metacognitive listening instruction), which represent the contrasting approaches to extensive listening, are used interchangeably, but the underlying differences in the three terms need to be acknowledged. Teacher-guided listening instruction refers to any listening teaching methods that involve a teacher’s explicit instruction and explanation; two examples are listening strategy instruction and metacognitive listening instruction. More specifically, listening strategy instruction involves explicit teaching of listening strategies. Metacognitive listening instruction encompasses a wider variety of activities designed to improve learners’ listening comprehension and to guide them to reflect on their listening processes inside and outside of the classroom (Vandergrift & Goh, 2012) . In the present study, metacognitive listening instruction refers to the me","cbCaisrr3B6x8Q0x","https://ap.wps.com/l/cbCaisrr3B6x8Q0x","pdf",671915,22,"English","# Introduction\n# Literature Review\n## Effects of Listening Strategy Instruction","[{\"question\":\"What two listening approaches are compared in this study?\",\"answer\":\"The study compares metacognitive listening instruction with extensive listening. Both approaches are evaluated for effects on listening comprehension and vocabulary acquisition.\"},{\"question\":\"How were participants and groups organized?\",\"answer\":\"Twenty-six adult EFL learners were divided into two groups: teacher-guided listening instruction (n=14) and extensive listening practice (n=12).\"},{\"question\":\"What did the results and interviews suggest about effectiveness?\",\"answer\":\"Quantitative findings indicate both approaches improve listening comprehension and vocabulary acquisition. Interview data further suggest teacher-guided listening is helpful but should be complemented by extensive individual listening practice.\"}]","Is Listening All About One’s Own Effort? A Comparison Study - Paper Findings | PDF",1792086347,55]