Publicação
Developing young learner´s listening skills in the English as a Foreign Language classroom through a story-based methodology model
| Resumo: | This study aimed to develop primary school students' listening skills in English by using metacognitive and cognitive strategies, through the utilization of storytelling within the plan-do-review framework outlined by Ellis and Brewster (2014). The study concentrated on cultivating students' proficiency in predicting and inferring while engaging with picturebooks. The research sought to determine whether these strategies contributed to students' comprehension of storylines and heightened their awareness of the learning process, particularly in the domain of learning to listen. Three picturebooks were carefully selected to facilitate students' engagement in pre-, while-, and post-listening activities, encouraging them to make predictions and inferences throughout the storytelling process. Data collection methods encompassed prediction and inference charts, self-assessment sheets, and interviews with a group of students. In the pre-listening stage, students were introduced to the concepts of predicting and inferencing and practiced them with a supplementary book distinct from those used in the research. During the while-listening stage, students made and verified predictions and inferences while listening to the read-alouds. In the post-listening stage, they completed self-assessment worksheets to reflect on their learning. The findings indicated that students performed well in generating logical predictions and inferences, supported by textual and visual cues. Moreover, students showed they were able to use metacognitive and cognitive strategies effectively, as evidenced by their ability to reflect on their learning process and progress. The adoption of the storytelling model effectively engaged students in active listening and fostered a deeper grasp of story content. In conclusion, this research underscores the effectiveness of integrating storytelling and listening strategies into English language instruction at the primary school level. By nurturing the use of metacognitive and cognitive strategies, educators can empower students to become more independent and resilient learners. |
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| Autores principais: | Brito, Francisca Sequeira Feio Xavier de |
| Assunto: | Inglês 1.º ciclo Competências auditivas Estratégias de audição Narração de histórias English Primary school Listening skills Listening strategies Storytelling |
| Ano: | 2024 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade Nova de Lisboa |
| Idioma: | inglês |
| Origem: | Repositório Institucional da UNL |
| Resumo: | This study aimed to develop primary school students' listening skills in English by using metacognitive and cognitive strategies, through the utilization of storytelling within the plan-do-review framework outlined by Ellis and Brewster (2014). The study concentrated on cultivating students' proficiency in predicting and inferring while engaging with picturebooks. The research sought to determine whether these strategies contributed to students' comprehension of storylines and heightened their awareness of the learning process, particularly in the domain of learning to listen. Three picturebooks were carefully selected to facilitate students' engagement in pre-, while-, and post-listening activities, encouraging them to make predictions and inferences throughout the storytelling process. Data collection methods encompassed prediction and inference charts, self-assessment sheets, and interviews with a group of students. In the pre-listening stage, students were introduced to the concepts of predicting and inferencing and practiced them with a supplementary book distinct from those used in the research. During the while-listening stage, students made and verified predictions and inferences while listening to the read-alouds. In the post-listening stage, they completed self-assessment worksheets to reflect on their learning. The findings indicated that students performed well in generating logical predictions and inferences, supported by textual and visual cues. Moreover, students showed they were able to use metacognitive and cognitive strategies effectively, as evidenced by their ability to reflect on their learning process and progress. The adoption of the storytelling model effectively engaged students in active listening and fostered a deeper grasp of story content. In conclusion, this research underscores the effectiveness of integrating storytelling and listening strategies into English language instruction at the primary school level. By nurturing the use of metacognitive and cognitive strategies, educators can empower students to become more independent and resilient learners. |
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