Relevant bibliographies by topics / Critical listening

Academic literature on the topic 'Critical listening'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Critical listening"

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Gregory, Brian C. "“Developing Critical Listening”." Resonance 3, no. 3 (2022): 309–29. http://dx.doi.org/10.1525/res.2022.3.3.309.

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The mid-1930s saw broadcasters, educators, and researchers coalesce around the study and implementation of critical listening for educational radio as a new technology for school instruction. These early media literacy researchers were motivated by ambitions to counter distracted and passive listening caused by commercial radio, advertising, and propaganda; to foreground the aural sense in classrooms dominated by reading and writing; and to promote democratic listening in young people. The following investigation draws from previously unexamined archival materials from research centers and radio schools of the air in Ohio and Wisconsin in addition to the oral history of Dorothy Gordon, progressive host of the Youth Forum educational program on New York Times–owned WQXR-AM. This article provides a critical perspective on the role of listening, sound technologies, and literacies for contemporary concerns about political polarization, tensions between commercial and noncommercial media, and democratic engagement.
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Erkek, Gülten, and Zekerya Batur. "A Comparative Study on Critical Thinking in Education: From Critical Reading Attainments to Critical Listening Attainments." International Journal of Education and Literacy Studies 8, no. 1 (January 31, 2020): 142. http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.142.

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The importance of this study is to contribute to the development of curriculums and materials to be prepared for Turkish course in order to serve the needs of the era by creating a critical listening attainment list from the philosophy of the national curriculum and from the education programs of countries which are considered successful internationally. In the literature, there have been very few studies on critical listening skills. In addition, in the educational programs of the countries, there is a lack of achievements in listening skills, especially in critical listening skills. Besides, there is no mention of exams that measure critical listening skills. It is stated in the literature that reading and listening skills are understanding-based skills that serve the same purpose. Therefore, in this study, the attainments of the countries towards reading skills were examined and adapted to listening skills. A draft form was created on the basis of opinions of the experts in the field and a critical listening attainment list was created. It is believed that the “Critical Listening Attainment Framework”, which was created with the aim of improving students’ critical listening skills, will contribute to the field of education.
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Pogonowski, Lenore. "Critical Thinking and Music Listening." Music Educators Journal 76, no. 1 (September 1989): 35–38. http://dx.doi.org/10.2307/3400897.

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Arono, Arono. "The Relationship Between Listening Strategy Performance and Critical Listening Ability of Indonesian Students." Al-Ta lim Journal 22, no. 1 (February 28, 2015): 81–87. http://dx.doi.org/10.15548/jt.v22i1.117.

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It is believed that students’ critical listening ability can be improved through proper listening strategy performance. This action research (Fraenkel Wallen, 2007) was conducted in line with the assumption that students of Indonesia Literature and Language Education, Bengkulu University and Bengkulu Muhammadiyah University could reach proficient level provided that they were taught properly. The goal of this research was to reveal listening strategy performance related to students’ critical listening ability. The result of the research showed that the relationship between listening strategy performance and critical listening ability of students tended to be directly proportional in which high students’ listening strategy performance tended to be followed by high critical listening ability and vise versa. Students’ listening strategy performance in improving students’ critical listening ability was able to (1) effective activities, students create active, effective, and creative learning process independently in measuring and developing in each step of listening learning model, (2) enough listening learning media can improve students’ critical listening skill (3) critical listening strategy performance can increase students’ critical listening ability. Copyright © 2015 by Al-Ta'lim All right reserved
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Lekander, Becky Jo, Sharon Lehmann, and Ruth Lindquist. "Therapeutic Listening." Dimensions of Critical Care Nursing 12, no. 1 (January 1993): 24–30. http://dx.doi.org/10.1097/00003465-199301000-00012.

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Burns, Jeanne M., and Donald J. Richgels. "A Critical Evaluation of Listening Tests." Academic Therapy 24, no. 2 (November 1988): 153–62. http://dx.doi.org/10.1177/105345128802400206.

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Bell, Cindy L. "Critical Listening in the Ensemble Rehearsal: A Community of Learners." Music Educators Journal 104, no. 3 (March 2018): 17–25. http://dx.doi.org/10.1177/0027432117745951.

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This article explores a strategy for engaging ensemble members in critical listening analysis of performances and presents opportunities for improving ensemble sound through rigorous dialogue, reflection, and attentive rehearsing. Critical listening asks ensemble members to draw on individual playing experience and knowledge to describe what they hear. Focused discussion revolves around key issues that music directors consider during daily rehearsals: tonal quality, balance, blend, articulation, accuracy of performance, interpretation, musicality, and much more. An important component of critical listening is teacher monitoring of repeated listening exercises: A short listening is immediately followed by discussion and then another short listening. Questions guide the discussion, which becomes richer and more focused as students compare/apply their musical understandings with their aural perceptions and then demonstrate with performance. Though written from the standpoint of a typical public school music ensemble rehearsal, the critical listening concepts can transfer to any musical tradition where listening skills and collective performance are emphasized.
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Wuryaningrum, Rusdhianti, Arju Muti'ah, and Arief Rijadi. "Listening: Teacher Language Awareness (TLA)." International Journal of Social Sciences and Humanities Invention 9, no. 04 (April 4, 2022): 6874–78. http://dx.doi.org/10.18535/ijsshi/v9i04.01.

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Critical listening merupakan bagian yang terpenting dalam pembelajaran. Guru memiliki tanggung jawab meningkatkan keterampilan berpikir kritis melalui proses pembelajaran di kelas. Critical listening berperan besar dalam, (1) melatih siswa melakukan aspek keterampilan berpikir kritis, (2) disposisi, (3) dan berkomunikasi secara etis dan layak. Guru dengan tanggung jawab tersebut perlu fokus dan memiliki TLA. Dengan TLA, critical listening akan diakusisi siswa dengan cara alami. TLA dapat dilakukan dengan analogi, ekspresi, dan ilustrasi. Ketiga hal tersebut merupakan bentuk realisasi PCK. Dengan pemahaman prosedur critical listening guru mengidentifikasi TLA yang dilakukan sebagai bagian dari PCK. Keywords: Critical listening, Teacher language-awareness, Pedagogical Content-Knowledge
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Ivanovska, Lela, and Viktorija Petkovska. "THE RELATIONSHIP BETWEEN CRITICAL THINKING ABILITY AND METACOGNITIVE LISTENING STRATEGIES OF EFL LEARNERS." International Journal of Applied Language Studies and Culture 2, no. 1 (March 31, 2019): 23–30. http://dx.doi.org/10.34301/alsc.v2i1.15.

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The present study was conducted to identify the relationship between critical thinking and metacognitive awareness listening strategies of Intermediate EFL learners. It also, investigated difference between the learners with high and low critical thinking ability on their performance in metacognitive listening strategies use. The participants of this study were 120 first year university students from the Faculty of Information and Communication Technologies, Bitola, Macedonia. Watson-Glaser Critical Thinking Questionnaire, Meta-Cognitive Awareness Listening Questionnaire and listening comprehension tests were used as instruments of this study. The results of this study revealed that there was a strong positive significant correlation between critical thinking ability and metacognitive listening strategies. In order to investigate difference between learners with high and low critical thinking ability and their metacognitive listening strategies use an independent sample t-test was employed, and the results showed a significant difference between the learners with high and low critical thinking ability and their metacognitive listening strategies use.
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Sary, Fetty Poerwita. "TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT." Indonesian EFL Journal 1, no. 1 (September 12, 2017): 41. http://dx.doi.org/10.25134/ieflj.v1i1.612.

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The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.
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Dissertations / Theses on the topic "Critical listening"

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Fazenda, Bruno M. "Perception of room modes in critical listening spaces." Thesis, University of Salford, 2004. http://usir.salford.ac.uk/1828/.

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Room modes are a recognised problem in small critical listening rooms and are known to cause colouration of sound reproduced within them. Investigations on the causes and solutions for this problem have been carried out for some time. Interest in the topic has extended to loudspeaker manufacturers who have mainly concentrated in developing methods for controlling the loudspeaker-room interaction in order to ameliorate low frequency reproduction. Compared to objective work on passive and active control methods, the study of the subjective perception of room resonances has been somewhat neglected. Available publications mostly concern the effects of single resonances, which are perhaps not fully representative of conditions as experienced in real rooms. A study into the subjective perception of room modes is presented. The experimental methodology employs psychoacoustic techniques to study the perception of factors such as modal distribution, and effects of resonances on single tones. Results show that the subjective perception of room modes is strongly affected by temporal issues, and that changes exerted merely on magnitude frequency response are detectable but not likely to remove the effects of resonances for all listeners. Furthermore, it is shown that a reduction of the modal Q-factor, associated with a reduction of decay rates, has a significant effect in decreasing the detection of resonances. Q-factor difference limen were evaluated for three reference decay characteristics corresponding to reference Q-factors of 30, 10 and 1. The limen were 6±2.8, 10±4.1 and 16±5.4 respectively, meaning that detection of changes to modal decay decreases with decreasing decay time. These results may be used to define more perceptually relevant design guidelines for critical listening environments, and indicate target criteria for control techniques used in room correction. The outcomes of this investigation will have repercussions on the design of better rooms for critical listening.
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Bates, Michael. "Listening to Student Voices| A Critical Study of Homework." Thesis, Loyola Marymount University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3560369.

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In a culture of meritocracy and an increasing emphasis on global competition, student learning has become more fully aligned with a belief in the value and effectiveness of homework. Amidst the incessant drive toward competition and an unrelenting push toward an increasing use of homework as commonplace educational practice, there also exist clarion calls to question, reform, and abolish this practice. From student stress to overarching challenges to the nature of education, there exist unexamined discourses that critically challenge current beliefs in the significance of homework practice in the United States. Through employing discussions of student voice and theoretical lenses of intrinsic motivation, social reproduction, and critical pedagogy, this study examined how homework practices impact high school students, by engaging directly with their perceptions. The purpose of this mixed methods study is to better understand how homework affects high school students, beyond measures of student achievement within the current context of education in the United States. The study was conducted in an all-female, Catholic, college preparatory high school, utilizing student survey and focus groups. Findings of the study are explored and discussed with respect to public policy implications related to the future development, assignment, and role of homework practices in the academic formation of high school students in this setting and beyond.

Keywords: homework, high school, student voice, education, stress, intrinsic motivation, social reproduction theory, critical pedagogy, critical consciousness

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Conway, Colleen Marie. "Evidence of critical thinking during music listening : case studies of three high school students /." Digitized version, 1992. http://hdl.handle.net/1802/1546.

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Thesis (M.A)--University of Rochester, 1992.
Includes abstract. Includes bibliographical references: leaves 80-82. Digitized version available online via the Sibley Music Library, Eastman School of Music http://hdl.handle.net/1802/1546
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Haynes, Joanna Elizabeth. "Listening as a critical practice : learning through philosophy with children." Thesis, University of Exeter, 2007. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496012.

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Mycroft, Josh. "The design of audio mixing software displays to support critical listening." Thesis, Queen Mary, University of London, 2018. http://qmro.qmul.ac.uk/xmlui/handle/123456789/44047.

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The mixing desk metaphor found in Digital Audio Workstations (DAW) is built upon a specialised and technical knowledge of signal flow and audio engineering. However, since their inception the DAW has gained a far wider and less technically specialised user-base. Furthermore, the limited screen space of laptop and tablet computers, combined with potentially limitless tracks in current DAWs has resulted in the need for complex interface navigation during mixing which may inhibit a fluid and intuitive approach to mixing. The research outlined in this thesis explores novel designs for Graphical User Interfaces (GUIs) for mixing, which acknowledge the changing role of the user, the limited space of tablet and mobile computers screens and the limitations of human perception during cross modal activities (aural and visual). The author designs and conducts several experiments using non-expert participants drawn from several music technology courses, to assess and quantify the extent to which current DAW designs might influence mixing workflow, aiming our research especially at beginner and non-expert users. The results of our studies suggest that GUIs which load visual working memory, or force the user to mentally integrate visual information across the interface, can reduce the ability to hear subtle simultaneous changes to the audio. We use the analysis of these experiments to propose novel GUI designs that are better suited to human cross-modal perceptual limitations and which take into account the specific challenges and opportunities afforded by screen-based audio mixers. By so doing, we aim to support the user in achieving a more fluid and focused interaction while mixing, where the visual feedback supports and enhances the primary goal of attending to and modifying the audio content of the mix. In turn, it is hoped this will facilitate the artistic and creative approaches required by music computer users.
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Bassett, Mark Andrew. "The Influence of Training Method on Tone Colour Discrimination." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18925.

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This research addresses the question of whether one of two training methods, identification by continuous adjustment (ICA) or identification by successive approximation (ISA), is more effective in training students using a technical ear training program (TETP). No known empirical studies have examined the effectiveness of either training method within frequency spectrum-based student-targeted TETPs. Preliminary work involved the development of appropriate tests of students’ tone colour discrimination ability in isolation, on tasks sufficiently different from those encountered in TETPs. The tests were then deployed in a pilot study within a pre/post-training scenario using two groups of audio engineering students, one of which undertook an ICA and the other an ISA version of a TETP. These preliminary results indicated the suitability of a test that featured pairwise comparisons of synthetic percussive timbres to show differences in performance between the two training groups. This test was subsequently administered repeatedly in a full-scale study at regular intervals throughout a web-based TETP, in addition to before and after training. Results of the full-scale study showed the individual differences scaling (INDSCAL)-derived stimulus spaces for both groups were similar prior to undertaking the TETP. The ISA group’s post-training results were almost identical to their pre-training results, whereas the ICA groups’ post-training results showed minor, but insignificant differences. Although the full-scale study found insignificant differences in performance between training groups, the preliminary results suggest that the deployment of a pre/post-training test is an effective measure of the training method’s influence on students if the test features a task that is significantly different from those trained on in the TETP.
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Bassett, Mark Andrew. "The Influence of Training Method on Tone Colour Discrimination." Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/18013.

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This research addresses the question of whether one of two training methods, identification by continuous adjustment (ICA) or identification by successive approximation (ISA), is more effective in training students using a technical ear training program (TETP). No known empirical studies have examined the effectiveness of either training method within frequency spectrum-based student-targeted TETPs. Preliminary work involved the development of appropriate tests of students’ tone colour discrimination ability in isolation, on tasks sufficiently different from those encountered in TETPs. The tests were then deployed in a pilot study within a pre/post-training scenario using two groups of audio engineering students, one of which undertook an ICA and the other an ISA version of a TETP. These preliminary results indicated the suitability of a test that featured pairwise comparisons of synthetic percussive timbres to show differences in performance between the two training groups. This test was subsequently administered repeatedly in a full-scale study at regular intervals throughout a web-based TETP, in addition to before and after training. Results of the full-scale study showed the individual differences scaling (INDSCAL)-derived stimulus spaces for both groups were similar prior to undertaking the TETP. The ISA group’s post-training results were almost identical to their pre-training results, whereas the ICA groups’ post-training results showed minor, but insignificant differences. Although the full-scale study found insignificant differences in performance between training groups, the preliminary results suggest that the deployment of a pre/post-training test is an effective measure of the training method’s influence on students if the test features a task that is significantly different from those trained on in the TETP.
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Stephenson, Matthew. "Assessing the quality of low frequency audio reproduction in critical listening spaces." Thesis, University of Salford, 2012. http://usir.salford.ac.uk/28319/.

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The quality of low frequency audio reproduction in small spaces has always been problematic. For some time, methods have been suggested in order to optimise this reproduction. Many such methods have been based upon objective metrics which remain unproven from a subjective perspective. Whilst perception has been studied, this thesis identifies a research gap for more thorough testing. A series of listening tests has been conducted, with virtual rooms auralised and presented over headphones in order to isolate specific modal parameters and allow efficient collection of subjective response from many listening environments. The work presented searches for optimal values and perceptual thresholds of three parameters - modal spacing, density and decay. Results show that optimal spacings and densities may only be defined where assumptions are made which are not valid in realistic listening spaces. Thresholds of modal decay1 have been defined, which are considered valid re- gardless of stimuli or replay level. These are around 0.2 seconds for frequencies above 100Hz, and increase sharply below this point to around 0.85 seconds at 32Hz. Through the testing of these parameters, it is shown that whilst discrimination between two rooms is usually a simple task, this does not reveal the underlying repro- duction quality. The perceived quality of the room response is of great importance, and new experiments assess this quality using a paired comparison method which provides a simpler subjective task than direct scaling methods. A set of descriptors is elicited which can be used to evaluate low frequency audio. These descriptors - articulation, resonance and bass energy - are used to assess the impact of three room parameters on perceived reproduction quality. Room response metrics are also eva- luated for perceived quality. Results reveal that modal decay is a primary indicator of quality, with shorter decays producing rooms with a higher perceived quality of reproduction.
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Elmosnino, Stephane J. "Instructional design considerations for the development of critical listening skills in audio engineers." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122414/1/Stephane_Elmosnino_Thesis.pdf.

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This project is a qualitative study which examines how best practice in multimedia learning can benefit learners using text-and-illustrations-based books. Drawing on data from six undergraduate audio engineering students, instructional design elements which are appropriate for the improvement of critical listening skills are put forward.
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Watson, John Lawrence, and not supplied. "An investigation into the identification of objective parameters correlating with the subjective functional performance of critical listening rooms." RMIT University. Applied Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080218.092220.

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The link to subjective parameters and objective parameters in the field of room acoustics has been the source of much research. This thesis surveys some of the available objective room acoustical analysis methods, quantify their advantages and disadvantages with respect to the measurement of acoustical qualities of professionally operated critical listing rooms, and implements these methods in a range of critical listening rooms. In conjunction with the objective room analysis, a subjective component of research was also performed. A series of anechoically recorded standard instrument sounds were presented to professional listeners in their critical listening spaces with the listeners asked to alter the sounds to taste: to
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Books on the topic "Critical listening"

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Corey, Jason, and David H. Benson. Audio Production and Critical Listening. Second edition. | New York ; London : Focal Press, 2016. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315727813.

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Everest, F. Alton. Critical listening skills for audio professionals. Boston, MA: Thomson Course Technology, 2007.

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Critical listening skills for audio professionals. Boston: Thomson Course Technology, 2007.

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illustrator, Battendieri Fran, DeGroot Stephen special contributor, and Wahba Orly special contributor, eds. The listening me. Marietta, GA: OurRainbowPress, 2013.

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Developing critical thinking: The speaking/listening connection. Portsmouth, NH: Boynton/Cook Publishers, 1999.

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Najafi, Kathy. Pathways foundations: Listening, speaking, and critical thinking. Boston, MA: National Geographic Learning, 2014.

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Power listening: Mastering the most critical business skill of all. New York: Portfolio/Penguin, 2012.

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Corey, Jason. Audio production and critical listening: Technical ear training. Burlington, MA: Focal Press, 2010.

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Meyer, Donald Carl. Critical review guide: Listening to music, fourth edition. Upper Saddle River, N.J: Prentice Hall, 2000.

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Audio production and critical listening: Technical ear training. Amsterdam: Focal Press, 2010.

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Book chapters on the topic "Critical listening"

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German, Kathleen M. "Critical Listening." In Principles of Public Speaking, 40–52. 20th Edition. | New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003016519-5.

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MacDonald, Michael B. "Critical Pedagogy of Listening." In Remix and Life Hack in Hip Hop, 41–55. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-500-5_4.

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Cutler, Emily Sheera. "Listening to Those with Lived Experience." In Critical Psychiatry, 179–206. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02732-2_8.

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O’Connell, Daniel C. "Listening for Pauses." In Critical Essays on Language Use and Psychology, 213–26. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4612-3856-0_14.

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Purdy, Michael W. "Qualitative Research: Critical for Understanding Listening." In Listening and Human Communication in the 21st Century, 33–45. Oxford, UK: Wiley-Blackwell, 2010. http://dx.doi.org/10.1002/9781444314908.ch2.

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Zaner, Richard M. "Clinical Listening, Narrative Writing." In A Critical Examination of Ethics in Health Care and Biomedical Research, 151–68. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-18332-9_8.

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Carpenter, Bradley W. "Examining the Theater of “Listening” & “Learning”." In Critical Approaches to Education Policy Analysis, 215–42. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39643-9_11.

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Winchell, Melissa, Tricia M. Kress, and Ken Tobin. "Teaching/Learning Radical Listening: Joe’s Legacy Among Three Generations of Practitioners." In Practicing Critical Pedagogy, 99–112. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-25847-8_10.

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Munro, Kim. "From Voice to Listening: Becoming Implicated Through Multi-linear Documentary." In Critical Distance in Documentary Media, 279–300. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-96767-7_14.

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Skiveren, Tobias. "On Good Listening, Postcritique, and Ta-Nehisi Coates’ Affective Testimony." In Affect Theory and Literary Critical Practice, 217–33. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-97268-8_12.

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Conference papers on the topic "Critical listening"

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Yogaskara, Handika, and Khaerudin Kurniawan. "The Effect of Implementing Listening Teams Strategy on Students’ Critical Listening Ability." In 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201215.045.

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Baharman, Andoyo Sastromiharjo, Vismaia S. Damaianti, and Yeti Mulyati. "Critical Listening in the Social Organization Community." In 3rd International Conference on Language, Literature, Culture, and Education (ICOLLITE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200325.063.

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Bharitkar, Sunil, Grant Davidson, Louis Fielder, and Poppy Crum. "Tutorial on Critical Listening of Multi-Channel Audio Codec Performance." In SMPTE Technical Conference. IEEE, 2012. http://dx.doi.org/10.5594/m001483.

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Leonard, Brett, Richard L. King, and Grzegorz Sikora. "Interaction between critical listening environment acoustics and listener reverberation preference." In ICA 2013 Montreal. ASA, 2013. http://dx.doi.org/10.1121/1.4799258.

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Vaandering, Dorothy. "Relational Critical Discourse Analysis: Listening for Connection in Negative Online Comments." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436951.

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Thakkar, P., and J. Oclee-Brown. "STATISTICAL OPTIMISATION OF ROOM DIMENSIONS AND LAYOUT FOR CRITICAL LISTENING APPLICATIONS." In Reproduced Sound 2021. Institute of Acoustics, 2021. http://dx.doi.org/10.25144/13802.

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Şendağ, Serkan, Mustafa Caner, and Hüseyin Kafes. "Mobile purposive-extensive-podcast-listening versus mobile self-regulated-podcast-development: A critical framework for designing foreign language listening." In EUROCALL 2014. Research-publishing.net, 2014. http://dx.doi.org/10.14705/rpnet.2014.000240.

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Gunning, Sarah K. "Testing methods of promoting critical listening skills in the service learning classroom." In SIGDOC '17: The 35th ACM International Conference on the Design of Communication. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3121113.3121222.

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Lee, Yoonjung. "A Critical Discourse Analysis of English Listening Sections of Korean College Scholastic Tests." In The IAFOR International Conference on Education – Hawaii 202. The International Academic Forum(IAFOR), 2020. http://dx.doi.org/10.22492/issn.2189-1036.2020.39.

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Bausell, Sarah. "Representations of Listening in Popular Culture and Why It Matters for Critical Educational Research." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577660.

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Reports on the topic "Critical listening"

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Wolvin, Andrew, and JungKyu Rhys Lim. Skills for Life: Listening. Inter-American Development Bank, July 2022. http://dx.doi.org/10.18235/0004351.

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Abstract:
As we face the ravages of COVID-19, climate change, economic disparities, and social injustice, the world needs listening skills more than ever. Listening skills are one of the core life skills that are critical in life, work, and school. Listening skills enable children to access information, develop other skills, such as empathy, and critical thinking, and have better academic performances and lives. Listening skills are one of the most desired and needed in workplaces. In this brief, we explain the importance of listening skills and listening processes. Then, we review how policymakers can help develop listening skills. Lastly, we review how policymakers can measure and assess listening skills.
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Wallin-Ruschman, Jennifer. A Girl Power Study: Looking and Listening to the Role of Emotions and Relationality in Developing Critical Consciousness. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1836.

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