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Journal articles on the topic 'Critical listening'

To see the other types of publications on this topic, follow the link: Critical listening.

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

OSBOURN, ROSAMUND J. "Speaking, Listening and Critical Studies in Art." Journal of Art & Design Education 10, no. 1 (March 1991): 31–55. http://dx.doi.org/10.1111/j.1476-8070.1991.tb00560.x.

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12

Hanks, William E. "Critical Listening Promotes Understanding of TV News." Journalism Educator 42, no. 4 (December 1987): 13–40. http://dx.doi.org/10.1177/107769588704200404.

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13

Silverman, Marissa. "A critical ethnography of democratic music listening." British Journal of Music Education 30, no. 1 (November 28, 2012): 7–25. http://dx.doi.org/10.1017/s0265051712000423.

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The purpose of this critical ethnography was to investigate how music educators can approach the development of students’ music listening abilities democratically in order to deepen students’ musical understandings and, by teaching through music, create pathways for student–teacher transactions that are inclusive, educative, ethical and transformative. Critical ethnographies utilise qualitative data collection methods (e.g. observations, journaling, interviews, audiotapes) for sociopolitical and ethical purposes. That is, critical ethnographies are ‘critical’ in two senses: (a) they are framed and carried out with a social-ethical sense of responsibility to critique and, if necessary, change the status quo of specific contexts they investigate and (b) they are grounded in ‘a self-referential form of reflexivity that aims to criticise the ethnographer's own production of an account’ (Schwandt, 2007, p. 51). One finding of this critical ethnography of my urban music classroom is that students are most apt to learn music listening effectively and enjoyably when afforded democratic and creative opportunities to express their beliefs about the natures and values of the musics they decide to select, experience and discuss critically. Another finding is that although democratic teaching and learning inevitably involves conflicts, participants can and do learn to manage and transform these conflicts constructively. One important implication of these findings is that music classrooms can be powerful contexts and means for students’ social-ethical development.

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14

Beach, Pamela, and Benjamin Bolden. "Music Education Meets Critical Literacy: A Framework for Guiding Music Listening." Music Educators Journal 105, no. 2 (December 2018): 43–50. http://dx.doi.org/10.1177/0027432118808580.

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This article presents an approach to music listening that creates spaces for critical literacy, inviting music educators to consider critical literacy practices when listening and responding to music. We begin with a discussion of critical literacy pedagogy in the context of music education followed by a sample flexible lesson plan that uses critical literacy as a framework to guide a music-listening experience. We then outline research-based critical literacy strategies used to frame the design of the learning experience. Through critical literacy listening, students can learn to recognize explicit and implicit messages presented in musical selections and construct new understandings that allow them to enter into a dialogue with the musical text.

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15

Liu, Xiaoling, and Xin Jin. "Correlation Between English Major Sophomores’ Critical Thinking Disposition and Their Listening Comprehension Performance." Journal of Language Teaching and Research 12, no. 6 (November 2, 2021): 1010–20. http://dx.doi.org/10.17507/jltr.1206.17.

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Critical thinking has drawn the attention of western researchers and domestic researchers as well. The study aims to explore whether there exists correlation between sophomore English majors’ critical thinking disposition and their listening comprehension performance, and any significant difference between critical thinking disposition and listening comprehension performance in different proficiency levels. Based on the analysis of the data collected from listening comprehension tests and critical thinking disposition questionnaire, the following findings are obtained: 1) there exists significant correlation between participants’ critical thinking disposition and their listening comprehension performance in general, with truth-seeking, analyticity and systematicity at the significant level of 0.01 and inquisitiveness, maturity, self-confidence and open-mindedness at the level of 0.05 in particular; 2) critical thinking disposition is significantly correlated with conversations and news broadcasts at the level of 0.01, and with passages at the level of 0.05.; 3) there also exist differences between critical thinking disposition and listening comprehension performance at different proficiency levels, with the correlations stronger in higher groups than those of lower groups. This study indicates that English major sophomores’ critical thinking needs fostering, and there is a necessity to utilize different types of listening materials to cultivate their critical thinking dispositions.

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16

Nainggolan, Elsa Ernawati, and Hanifah. "UNIVERSITY STUDENTS’ CRITICAL THINKING ABILITY IN LISTENING SKILL." Getsempena English Education Journal 7, no. 2 (November 19, 2020): 340–58. http://dx.doi.org/10.46244/geej.v7i2.1022.

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The present study analysed university students’ critical thinking ability on their listening skills. With this purpose in mind, 25 students taking listening subject participated in the study were chosen as the sample of this study. To gather the data, the essay test of critical thinking skill developed by Facione were administered to the participants after they had listened to related audio of conversation and/or monologue. The obtained data were then analysed using holistic critical thinking scoring rubric. The results showed that the core critical thinking skill of interpretation possessed by the students is 61% categorized as low, analysis skill is 65% classified as medium, inference skill holds 68% ranked as medium, evaluation skill gets 56% categorized as low, explanation skill is 54% classified as low, and self-regulation is 68% classified as medium. To add, the total average of students skill related to critical thinking is 62% and is categorized as low. Considering that students in higher education is faced with complex problem and decision making, education practitioner are called to develop critical thinking in language teaching particularly listening skill. Thus, the development of critical thinking in listening would contribute to successful communication.

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17

KAZU, Hilal, and Demet DEMIRALP. "Comparison of Critical Listening Proficiency of Teacher Candidates in Terms of Several Variables." Eurasian Journal of Educational Research 17 (March 22, 2017): 81–97. http://dx.doi.org/10.14689/ejer.2017.68.5.

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18

Fanandi, Firman Billy. "The EFL Students Internal Factor Causing Critical Listening Anxiety at IAIN Palangka Raya." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 10, no. 1 (June 10, 2022): 489–508. http://dx.doi.org/10.24256/ideas.v10i1.2700.

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In learning, worry and anxiety are natural things experienced by humans. In the same vein, anxiety can be caused by obstacles in the process of learning to listen. This happens to students to master listening skills. Therefore, this study aims to determine the factors that influence students' listening anxiety in the Critical Listening class at the State Islamic Institute of Palangka Raya. To answer this question, the researcher used mixed methods. Participants in this study amounted to 51 participants. Researchers distributed questionnaires and conducted interviews with participants. Based on the findings, there are two factors that influence students' listening anxiety. The first factor was the tension and concern of English to listen to audio. The second factor was lack of confidence in listening to audio

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19

Amir, Shamaila, Ahmad Saeed, and Muhammad Akhtar Kang. "CRITICAL EVALUATION OF LISTENING COMPREHENSION COMPETENCY IN HIGHER SECONDARY SCHOOLS: EVIDENCE FROM QUETTA, BALUCHISTAN, PAKISTAN." Folia linguistica et litteraria XIII, no. 39 (February 2022): 373–94. http://dx.doi.org/10.31902/fll.39.2022.19.

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Listening Skill of any language is the key to all effective communication (Amir & Kang, 2018a; Amir & Kang, 2018b). Listening means the ability to receive and interpret the spoken text accurately and this fact makes it the one communication skill that a language learner should master. Considering the importance of the English language in Pakistan’s educational system, and that of Listening comprehension in the communication system, this study critically evaluates listening competency making a comparison between various groups of Higher Secondary School students of the provincial capital Quetta. The purpose of the study is to identify problems and hurdles that students face while listening to the English language and recommend the remedial steps required to be taken by the subject specialists i.e. teachers of English. The study evaluated the performance of Higher Secondary Students in listening comprehension through the conduct of Listening Comprehension Test/Tests in the classrooms while Questionnaires were used to identify problems of listening comprehension, teaching strategies, listening habits, and other variables. The data collected was analyzed quantitatively to determine the significant differences and correlations between various groups and subgroups of students formed on the basis of sectors and gender. The study was expected to help the teachers and students in better academic performance and concluded with findings and subsequent recommendations for teachers and students to improve listening comprehension of English with respect to the Educational system prevailing in the province of Baluchistan.

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20

Purnamaningwulan, Rina Astuti. "Listening journals to promote students’ critical thinking skills in an integrated Listening-Speaking Course." Studies in English Language and Education 9, no. 2 (May 23, 2022): 744–60. http://dx.doi.org/10.24815/siele.v9i2.23387.

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This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ responses to the implementation of the listening journals’ tasks. Fifty students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- CT self-assessment (t = -4.136, p .05). In addition, the qualitative data obtained from the reflective questionnaire showed that the dominant responses from the students were positive towards the listening journal task. The findings of this study suggest that listening journals can be an effective strategy to help foster learners’ critical thinking while developing listening and other skills. Even so, some felt the process was too monotonous and difficult. Thus, suggestions for future research are offered to improve the journal’s future design and implementations.

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21

Elmosnino, Stephane. "Adapting language learning strategies to critical listening education in sound engineering." Journal of Music, Technology & Education 14, no. 2 (December 1, 2021): 209–30. http://dx.doi.org/10.1386/jmte_00041_1.

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This article presents educational strategies for critical listening in sound engineering. Derived from listening within the context of language learning as an arguably more mature discipline that uses similar modes of communication, it aims to provide pedagogical methods transferable to a range of teaching and learning situations. Framed within embodied cognition as theoretical perspective, the strategies’ effectiveness is qualitatively assessed using learning journals and focus group interviews of 51 audio engineering students. This evaluation cements the validity of two educational strategies mapped from language learning to sound engineering. First, a communicative approach to critical listening education joins the identification of sound causality with its embodied interpretation to create more meaningful learning experiences. Second, a metacognitive approach to attention regulation and vigilance promotes autonomy in critical listening, enabling learners to continue developing their skills beyond the classroom.

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22

Can, Fatih. "Examining the Relationship Between Turkish Teacher Candidates’ Metacognitive Learning Strategies and Critical Listening Attitudes." Shanlax International Journal of Education 9, S1-May (May 20, 2021): 145–53. http://dx.doi.org/10.34293/education.v9is1-may.4010.

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This study aims at examining the relationship between Turkish teacher candidates’ metacognitive learning strategies and critical listening attitudes as well as determining whether theircritical listening attitudes and the use of metacognitive learning strategies vary with gender, age, year in college, and grade point average (GPA). Accordingly, a correlational survey design was used. The sample of the study consists of 191 Turkish teacher candidates studying at the Turkish teacher education program of Amasya University, Faculty of Education. The Metacognitive Learning Strategies Determining Scale developed by Gündoğan Çöğenli & Güven (Bilişüstü…) and the Critical Listening Attitude Scale developed by Taşkın were used as data collection tools. The data were analyzed using statistical package software SPSS 22.0. T-test, ANOVA, and correlation analysis were performed. A positive correlation was determined between Turkish teacher candidates’ critical listening behaviors and the use of metacognitive learning strategies.We believe that the findings of this study will contribute to determining critical listening attitudes.

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23

Tervo, Sakari, and et al. "Preferences of Critical Listening Environments Among Sound Engineers." Journal of the Audio Engineering Society 62, no. 5 (June 2, 2014): 300–314. http://dx.doi.org/10.17743/jaes.2014.0022.

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24

Zare, Mohsen, Fatemeh Behjat, Seyyed Jamal Abdollrahimzadeh, and Mehri Izadi. "Critical Thinking and Iranian EFL Students' Listening Comprehension." International Journal of Linguistics 5, no. 6 (December 7, 2013): 12. http://dx.doi.org/10.5296/ijl.v5i6.4253.

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25

Elmosnino, Stephane. "A Review of Literature in Critical Listening Education." Journal of the Audio Engineering Society 70, no. 5 (May 11, 2022): 328–39. http://dx.doi.org/10.17743/jaes.2022.0004.

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26

Kita, Caroline A., and Michelle R. Eley. "Cultivating Critical Listening: Hörspiele in the German Classroom." Die Unterrichtspraxis/Teaching German 52, no. 1 (March 2019): 69–81. http://dx.doi.org/10.1111/tger.12085.

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27

Alach, Bob, Lou Clark, William Carman, and Alex Case. "Design of a critical listening classroom and studio." Journal of the Acoustical Society of America 113, no. 4 (April 2003): 2274. http://dx.doi.org/10.1121/1.4780539.

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28

Cost, Doris L., Marcia H. Bishop, and Elizabeth Scott Anderson. "Effective Listening Teaching Students a Critical Marketing Skill." Journal of Marketing Education 14, no. 1 (April 1992): 41–45. http://dx.doi.org/10.1177/027347539201400106.

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29

Walzer, Daniel A. "Critical listening assessment in undergraduate music technology programmes." Journal of Music, Technology and Education 8, no. 1 (May 1, 2015): 41–53. http://dx.doi.org/10.1386/jmte.8.1.41_1.

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30

Feller, Ross. "Audio Production and Critical Listening: Technical Ear Training." Computer Music Journal 42, no. 1 (April 2018): 82–86. http://dx.doi.org/10.1162/comj_r_00454.

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31

Beard, David. "ACOUSMATIC LISTENING AND A CRITICAL AWARENESS OF PLACE." International Journal of Listening 33, no. 3 (June 28, 2019): 129–32. http://dx.doi.org/10.1080/10904018.2019.1634571.

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32

D’Antonio, Peter. "Design of critical listening rooms: A historical perspective." Journal of the Acoustical Society of America 127, no. 3 (March 2010): 1931. http://dx.doi.org/10.1121/1.3384849.

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33

Evstigneeva, Ilona A., and Viktor V. Poroshin. "Critical thinking development of linguistic university students in the process of teaching listening in English." Tambov University Review. Series: Humanities, no. 191 (2021): 24–31. http://dx.doi.org/10.20310/1810-0201-2021-26-191-24-31.

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Critical thinking is a special type of mental activity aimed at interpreting the world around us and evaluating the expected results. In this work, we consider the critical thinking development of linguistic university students in the process of teaching listening in English, analyze the terminology on the subject under study, develop and describe a three-stage model for the critical thinking development of linguistic university students through listening. A foreign language has a huge educational potential for the development of a student’s personality, and the development of critical thinking is most actively carried out in foreign language communication. It is believed that students form a new world view, close to native speakers’. Thus, critical thinking allows us to consider objects, phenomena and processes from different sides, to find non-standard solutions, to comprehend familiar information in a different way. We give definition of the concept of “critical thinking”. The proposed algorithm is based on the technology of developing critical thinking, which is used in synthesis with the model of teaching listening. Since the technology of developing critical thinking of linguistic university students is represented by three stages: chal-lenge, content comprehension and reflection. It is easily projected onto the above-mentioned model of three-phase listening teaching, which is mandatory for students of a linguistic university. The standard tasks presented in the work on the critical thinking development through listening form a system of exercises aimed at achieving a certain result at each stage of teaching.

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34

Faravani, Akram, and Ensie Taleb. "Teachers’ use of Bloom’s higher order questions in class to augment EFL learners’ listening comprehension and critical thinking ability." Journal of Language and Cultural Education 8, no. 2 (November 1, 2020): 94–113. http://dx.doi.org/10.2478/jolace-2020-0015.

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Abstract The current emphasis on questioning techniques has inspired many EFL teachers to explore the impact of applying different pedagogical teaching strategies on the enhancement of thinking skills. Therefore, the present study aims to investigate the influence of using higher order questioning technique on the listening comprehension achievement and critical thinking ability of Iranian intermediate EFL learners. To reach this end, 40 participants in 4 intact classes in Kish Air Language institute in Mashhad were selected and divided in two groups to be assigned into experimental and control group. The experimental group received higher order questions based on Bloom’s Taxonomy classification for 12 sessions. A pretest and a posttest of English listening comprehension test of TOEFL (TOEFL PBT) and California Critical Thinking Skill Test (CCTST) were administrated in both groups. 2 Independent sample t-tests were utilized to examine the data. Sample t-tests were run to compare the experimental and the control group means on the pretest and posttest of listening comprehension and critical thinking tests. The results surmised that there was a statistically significant difference between the pretest and posttest scores regarding listening comprehension and critical thinking in the experimental group. The results imply that using higher order questions as an instructional technique can enhance learners’ listening comprehension achievement and critical thinking ability.

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35

Ariani, Firda, Dawud Dawud, and Imam Agus Basuki. "Korelasi Kemampuan Bernalar dengan Kemampuan Menyimak Kritis Debat pada Siswa Kelas X." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 4, no. 2 (February 28, 2019): 230. http://dx.doi.org/10.17977/jptpp.v4i2.12003.

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<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> Before practicing to debate, a debater needs to have good critical listening skill to understand the content of the debate. By listening critically to the content of the debate, debater is expected to have the right point of view and also to think critically about other arguments. In critical listening of debate, listeners think actively from oral information in debate. The critical listeners must have a logical, reasonable, and not misguided way of thinking through a valid reasoning skill so that critical listening process can be done well. The result of this research shows there is a significant correlation between reasoning skill and critical listening of debate. If reasoning skill is high, critical listening skill of debate is high. If reasoning skill is low, critical listening skill of debate is low.</p><p><strong>Abstrak:</strong> Sebelum berlatih berdebat, seorang pendebat harus memiliki keterampilan menyimak kritis yang baik untuk memahami isi debat. Dengan menyimak secara kritis isi debat, seorang yang berdebat diharapkan memiliki sudut pandang yang tepat dan juga berpikir kritis tentang argumen pihak lain. Dalam menyimak kritis debat, penyimak berpikir secara aktif dari informasi lisan dalam debat. Penyimak yang kritis harus memiliki cara berpikir logis, masuk akal, dan tidak sesat melalui kemampuan bernalar yang valid sehingga proses menyimak kritis debat dapat dilakukan dengan baik. Hasil penelitian ini menunjukkan terdapat korelasi positif yang signifikan antara kemampuan bernalar dengan kemampuan menyimak kritis debat. Jika kemampuan bernalar tinggi, kemampuan menyimak kritis debat tinggi. Jika kemampuan bernalar rendah, kemampuan menyimak kritis debat rendah.</p></td></tr></tbody></table></div>

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Henderson, Leon, and Dani Hackner. "Listening to Our Children." ICU Director 1, no. 6 (November 2010): 318–23. http://dx.doi.org/10.1177/1944451610393678.

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Swerdlow, Andy. "A modern metric for acoustic clarity in critical listening environments." Journal of the Acoustical Society of America 152, no. 4 (October 2022): A104. http://dx.doi.org/10.1121/10.0015690.

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Characteristics of acoustics in small rooms have become less mysterious, more predictable and measurements more common than in past decades. Modern metrics for characterizing the acoustical performance of critical listening environments have not followed the recent predictive improvements. An Acoustic Clarity metric with a variable time window (Rear Reflection Clarity, CRR) is proposed for small (under approximately 200m3) critical listening environments such as recording studio control, mastering, film post, screening, audiophile listening, and similar rooms. The variable time window is defined by the arrival time difference between direct sound and the reflection from the rear wall, which is typically the strongest reflection and is opposite the on-axis response of the loudspeakers. Measured impulse response data collected in situ is presented and analyzed as case studies to characterize CRR. For simplicity, this presentation will focus on only the stereo components of surround-sound environments.

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Smialek, Thomas, and Renee Reiter Boburka. "The Effect of Cooperative Listening Exercises on the Critical Listening Skills of College Music-Appreciation Students." Journal of Research in Music Education 54, no. 1 (April 2006): 57–72. http://dx.doi.org/10.1177/002242940605400105.

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The authors investigated the effectiveness of cooperative listening exercises in developing critical music-listening skills in nonmusic majors. Subjects were college freshmen and sophomores enrolled in Introduction to Western Music. Control-group subjects attended classes taught exclusively in lecture format. Two experimental groups participated in four 50-minute group-listening exercises. Experimental Group 2 engaged in five additional group-analysis exercises, comparing known and unfamiliar musical styles. The consistent use of cooperative-listening exercises proved to be more effective in developing subjects' critical listening skills than either lecture-demonstration or occasional group work. On final exams, Experimental Group 2 scored significantly better than the other groups on identifications of texture, compositional genre, and musical style. To be most effective, group work needs to be implemented on a regular basis — for both the introduction of new material and for its review or application. March 31, 2006 April 22, 2006

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Hinz, Jessi, John Paul Stephens, and Ellen B. Van Oosten. "Toward a pedagogy of connection: A critical view of being relational in listening." Management Learning 53, no. 1 (October 7, 2021): 76–97. http://dx.doi.org/10.1177/13505076211047506.

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Positive Organizational Scholarship (POS) perspectives define interpersonal work experiences such as positive work relationships and high-quality connections by the mutual growth and empowerment experienced by relationship or connection partners. Listening has been implicated as a key mechanism for building such positive interpersonal work experiences, but it is unclear how listening spurs on mutual, rather than one-sided growth, in relationship and connection partners. In this paper, we argue that management education currently focuses on the intrapersonal capability of listeners to execute key verbal and non-verbal behaviors. Less emphasis is placed on the mutual experience co-created between speaker and listener and, thus, on the potential for mutual growth and empowerment. We articulate what “being relational” in the listening experience means, and use experiential learning theory to articulate how educators might create learning spaces for “being relational” through conversations between listener and speaker. Throughout the paper we contend with issues of individual and structural power asymmetries inherent in understanding listening as a relational process.

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Al Sobaihi, Mohammed. "Reading and Listening in English Language Learning: A Critical Study of Cognition and Metacognition." International Journal of Applied Linguistics and English Literature 9, no. 2 (March 30, 2020): 53. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.2p.53.

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This paper critically examines research in the field of cognitive and metacognitive strategies in teaching/learning reading and listening in the English language. In the FEL context, a thorough review of previous major studies has been conducted to determine the extent to which English learners benefit from reading and listening via using the said strategies. The results confirm the effectiveness of cognitive and metacognitive strategies in teaching/learning reading and listening skills and it is recommended that the educational policymakers include them in designing future pedagogical EFL programs.

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Gilakjani, Abbas Pourhosein, and Narjes Banou Sabouri. "Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review." English Language Teaching 9, no. 6 (May 5, 2016): 123. http://dx.doi.org/10.5539/elt.v9n6p123.

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<p>Listening is one of the most important skills in English language learning. When students listen to English language, they face a lot of listening difficulties. Students have critical difficulties in listening comprehension because universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties. The review of literature indicated that when teachers are aware of students’ learning difficulties they can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.<strong></strong></p>

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Day, Julian. "From You to Me and Back Again: Interdependent Listening and the Relational Aesthetics of Sound." Leonardo Music Journal 26 (December 2016): 74–76. http://dx.doi.org/10.1162/lmj_a_00967.

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This article outlines a mode of contemporary performance based on “interdependent listening.” Interdependent listening involves creating performative feedback loops in which players respond directly to the sounds they hear others make. Most ensembles deploy such listening to some extent; however, the distinction between general ensemble playing and interdependent listening is structural, describing situations in which the interdependence generates the content. This socially driven approach can be observed historically in works by Christian Wolff, Cornelius Cardew and Pauline Oliveros and underpins recent works by the author of this article, particularly within the project Super Critical Mass. In Super Critical Mass events, temporary communities use homogeneous sound sources to create works whose structures evolve from the performers’ interconnections.

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Latham, Rob, and Thomas McLaughlin. "Street Smarts and Critical Theory: Listening to the Vernacular." Journal of the Midwest Modern Language Association 31, no. 2 (1998): 101. http://dx.doi.org/10.2307/1315094.

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Damon, Maria, and Thomas McLaughlin. "Street Smarts and Critical Theory: Listening to the Vernacular." American Literature 69, no. 4 (December 1997): 869. http://dx.doi.org/10.2307/2928368.

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Ordem, Eser. "Developing Critical-Thinking Dispositions in a Listening/Speaking Class." English Language Teaching 10, no. 1 (December 18, 2016): 50. http://dx.doi.org/10.5539/elt.v10n1p50.

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Studies on critical thinking (CT) in education have been of paramount importance in recent decades to help individuals develop skills such as analyzing, synthesizing, higher-order thinking, and assessing. In line with such studies, this study aims to examine aspects of critical thinking dispositions of Turkish adult learners of English in a listening/speaking class (N = 17) based on the inventory developed by The California Critical Thinking Dispositions Inventory (CCTDI). The study was in nature idiographic and phenomenographic with content analysis. The findings show that the participants were better in developing the aspects of being inquisitive, truth-seeking, open-minded and confident, while the aspects of systematicity, analyticity, and cognitive maturity were less developed by the participants. These developed skills included the main features of the seven aspects of critical thinking dispositions.

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Boris, Eileen. "Gender, Race, and Rights: Listening to Critical Race Theory." Journal of Women's History 6, no. 2 (1994): 111–24. http://dx.doi.org/10.1353/jowh.2010.0349.

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Carmichael, Thomas. "Street Smarts and Critical Theory: Listening to the Vernacular." American Journalism 15, no. 2 (April 1998): 119–21. http://dx.doi.org/10.1080/08821127.1998.10731981.

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Bharitkar, Sunil, Grant Davidson, Louis Fielder, and Poppy Crum. "Tutorial on Critical Listening of Multichannel Audio Codec Performance." SMPTE Motion Imaging Journal 121, no. 8 (November 2012): 30–45. http://dx.doi.org/10.5594/j18246xy.

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Floyd, James J., and Steven M. Clements. "The Vital Importance of Critical Listening: An Extended Example." International Journal of Listening 19, no. 1 (January 2005): 39–47. http://dx.doi.org/10.1080/10904018.2005.10499072.

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Martens, William L., and Peter D’Antonio. "Critical listening research on reproduced sound in diffuse environments." Journal of the Acoustical Society of America 127, no. 3 (March 2010): 1968. http://dx.doi.org/10.1121/1.3385031.

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