Affiliation:
1. Tokyo University
2. Japan Women’s College of Physical Education
Abstract
Abstract
In the fall semester of 2020, 269 Japanese university students
were compared in a quasi-experimental study to determine whether extensive and
intensive listening interventions yielded significant gains in L2 listening
comprehension. At the beginning of the study, 269 students took a 100-item L2
listening exam, and were randomly placed into an extensive
(n = 135) or intensive listening group
(n = 134). After each group completed five assignments based on
extensive or intensive listening principles, students took another 100-item L2
listening exam. Paired-sample t-tests of raw scores and Rasch person ability
estimates indicated that the extensive listening group significantly improved in
raw scores, t(134) = −7.44, p = .00, but not
in Rasch person ability estimates t(134) = −1.86,
p = .07, while the intensive listening group significantly
improved in both raw scores, t(133) = −9.48,
p = .00, and Rasch person ability estimates,
t(133) = −3.58, p = .00.
Publisher
John Benjamins Publishing Company
Subject
Linguistics and Language,Language and Linguistics
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