Abstract:
This study examined 1) the effects of extensive listening instruction on English listening comprehension of Thai upper secondary students and 2) how students listen via extensive listening instruction. The participants were eighteen students from a public secondary school who enrolled in the elective subject. They were chosen to participate in the 10-week-instruction by convenient sampling. The instruction instrument was extensive listening instruction which comprises 5 teaching stages: 1) Connect to out-of-class 2) Class-based listening 3) Group-based listening 4) Self-based listening 5) Out-of-class listening. There were three research instruments used to collect data 1) a listening comprehension test to assess students’ listening comprehension for quantitative data, 2) listening journals to explore how students practice English listening outside the classroom and 3) semi-structured interviews to conduct in-depth data qualitatively.
The results could be concluded that the post-test mean scores of the students from the listening comprehension test were higher than the pre-test mean scores of the students at a significant level (p < .05) with a large effect size (Cohen d = 1.09), and students who achieved high gain scores reported greater rates of subtitles application, repeated listening strategy, and intrinsic motivation in listening more than other groups.
