Listen up: a critical analysis of the effects of Listening-As-Modelling on students’ bottom-up listening skills and self-efficacy

Abstract

The aim of this study was to discover whether using activities which encourage students to notice linguistic features (rather than simply test their aural comprehension) could serve to improve both students’ bottom-up listening skills and their self-efficacy, and therefore assist them in becoming more competent, confident linguists. To this end, I delivered a series of Listening-As-Modelling (LAM) activities to a mixed-attainment Year 7 French class over a 3-week period. Data were collected through a pre- and post-intervention dictation and questionnaire, as well as my own observation notes. The results indicated that LAM activities do have a generally positive impact on students’ bottom-up processing skills, with lower attaining students making the most significant gains. Students’ self-efficacy with listening also improved, and the study highlighted that LAM activities were particularly successful when they were student-centric in nature and delivered in a ‘safe’, familiar format.