(PDF) Bringing extensive listening into

(PDF) Bringing extensive listening into the second language classroom
Bringing extensive listening into the second language classroom
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Reed, M., & Jones, T. (Eds.). (2022). Listening in the classroom: Teaching students how to listen.
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CHAPTER 11
FRANCISCA MARIA IVONE and WILLY ARDIAN RENANDYA

Bringing Extensive Listening Into
the Second Language Classroom
Listening in Real Life
In the past few years, Francisca has been teaching the same groups of students belonging
to the same cohort for two to four consecutive semesters. This has given her opportuni-
ties to watch them develop their listening ability in the context of listening courses that
aim mostly for successful completion of comprehension exercises. To her dismay, her
students’ listening ability has grown very slowly over the years, regardless of the fact that
they have passed four listening courses.
In Francisca’s listening classes, there are times that the lesson did not go the way she’d
planned. For example, one day in her advanced listening class, the topic was about the
Bosnian war of the early 1990s. After completing some pre-listening activities to activate
their background knowledge, the students listened to some people sharing stories of how
they survived the war. As they did not find the stories relevant to their lives, they did not
respond well to the classroom activities. Moreover, they found the recording difficult to
comprehend due to the “foreign” accent of the speakers.
Another day in Francisca’s intermediate listening class, a handful of students domi-
nated the class because they knew the answers to the comprehension questions; the oth-
ers, however, were confused and unable to answer any of the questions. It seemed that
the audio recordings were too fast for most of them that day, and they could not catch
the native speakers’ speech rate. When she offered to play the recordings once more, they
all said yes, but even then, the texts were just too challenging for them.
Some days, Francisca’s students really enjoyed the lessons. For instance, one day in
her elementary class, her students listened to the recordings attentively. They did their
worksheet dutifully without too many problems, because the topic was familiar and
exciting, and the recordings were clear and slow. The class ended quickly because they
enjoyed what they were doing.

157

These illustrations reveal many points that Francisca has found challenging. Her
classes are heterogeneous, and she finds it hard to differentiate instruction, so the same
materials are used by learners of various levels. Thus, they do not fit everyone’s level of
proficiency. Consequently, her students often fail to comprehend spoken texts because
the second language (L2) input is beyond their comprehension level as a result of topics
that were perceived as irrelevant, unfamiliar topics and and accents, fast speech, or
unknown words. The focus of all of the listening courses is on intensive listening prac-
tice, so learners have limited exposure to spoken text in the L2 and are required to move
very quickly from one topic to another because they have to follow the syllabus. They do
not listen to texts that fit their levels, needs, and interests. It is, thus, not surprising that
their listening skills and proficiency develop very slowly throughout their study.

Listening in the Research
The word listening in L2 learning has commonly been used to refer to listening com-
prehension. The term listening comprehension, according to Richards (2005), often gets
translated into an approach to teaching L2 listening that emphasizes the importance of
explicit teaching of comprehension skills and strategies. In L2 listening lessons, learners
are traditionally trained to learn such listening skills as keywords identification, selec-
tive listening, making a prediction, main idea comprehension, detail comprehension,
full comprehension, making inferences, and replication (Vandergrift & Goh, 2012;
Richards, 2005).
L2 intensive listening activities commonly engage learners to listen to nonconver-
sational and conversational aural texts followed by listening comprehension exercises
(Rost, 1990). For task completion purposes, learners are often required to memorize
what they hear. Frommer (2006) criticises intensive listening activities that are often not
cognitively meaningful and are both unrealistic and unproductive because they expect
learners to perform total memorization of input. Unlike when listening in their first lan-
guage (L1), L2 learners have limited memory space for listening to the L2 because they
have to focus on lexico-grammatical processing of the target language of which they have
partial knowledge (Lynch, 1998). Accordingly, memorization should not be the goal
of listening tasks because L2 learners need to be engaged in more meaningful language
learning activities.
In a typical comprehension-based intensive listening lesson, success is often deter-
mined by the completion of a set of predetermined listening tasks. We believe that
this way of assessing comprehension, though useful, does not fully reflect the whole
range of factors that contribute to success in comprehension. Following are a number
of factors that the literature has shown to contribute to success (or failure) in listening
comprehension:

• The five interrelated factors of text, interlocutor, task, process, and listener
characteristics (Rubin, 1994)

158 Listening in the Classroom: Teaching Students How to Listen

• Learners’ limited vocabulary and prior knowledge as well as the type of input,
speech rate, and speaker’s accent (Goh, 1999)
• Learners’ learning attitudes, lack of learning strategy knowledge, and limited
listening skills (Graham, 2006; Hasan, 2000)
• Poor sound quality, the absence of visual aids, unclear pronunciation or fast
speech, boring topics, and long texts (Hasan, 2000).
• For lower proficiency L2 learners’ real-time processing of aural texts, speech rate,
words and phrases in connected speech, and blurry word boundaries (Renandya
& Farrell, 2011; also see Chapters 2, 3, 4, 6, and 7 for more information on these
bottom-up processing skills).
• A lack of background knowledge (Krashen, 1996, disapproves rushed switches
between topics, especially with beginners of L2, because they need to be able to
use their background knowledge to ease comprehension.)

As one of the critical factors in the success of L2 listening, learners need to feel confi-
dent and motivated in listening in the target language (Dupuy, 1999; Vandergrift & Goh,
2012). This can be done by minimizing their anxiety level. Graham (2006) maintains
that when L2 learners fail to comprehend, the cause may be affective rather than lin-
guistic. It could be the case that they are feeling anxious or have low confidence in their
ability. Accordingly, listening activities should include listening to comprehensible L2
input that can lower learners’ anxiety and increase their confidence levels. Extensive lis-
tening activities that allow L2 learners to listen to highly comprehensible texts can help
boost their confidence and motivation. Thus, the use of aural texts that are well within
students’ linguistic competence can be utilized so that students can listen comfortably
with minimal comprehension problems. Texts that are beyond learners’ proficiency and
comprehension level should not be used in extensive listening activities because they can
undermine students’ confidence and motivation.
Current scholarship in second language acquisition (e.g., Renandya & Jacobs, 2016;
Loewen, 2014) suggests that language teaching approaches that promote the develop-
ment of implicit (unconscious) knowledge should be given more priority. It is this type
of knowledge that enables students to use the target language for authentic and pur-
poseful communication. Moreover, successful listeners do not depend solely on compre-
hension practices that focus on intensive listening activities; they extend their learning
beyond the classroom and acquire substantial implicit knowledge by doing independent
extensive listening activities (Ivone & Renandya, 2019). Extensive listening, according
to Yeldham (2016), provides ample opportunity for learners to engage in “unstructured
practice of all the skills, reinforcing their use” (p. 36). This type of practice is believed to
facilitate L2 listening development.
The key findings of research into extensive listening to date seem to suggest that its
theoretical basis is quite similar to extensive reading, in that both are informed by the
“compelling” input hypothesis suggesting optimal language acquisition requires more
than interesting input and motivation to improve; it needs to be so interesting that

Bringing Extensive Listening Into the Second Language Classroom 159

learners do not feel like they are reading or listening in a foreign language (Krashen
et al., 2017). In the context of extensive listening, however, compelling input alone is
not enough. Learners need to be exposed to a large amount of comprehensible and
enjoyable listening material for an extended period (Mayora, 2017; Renandya & Jacobs,
2016; Waring, 2008) in addition to explicit instruction in top-down and bottom-up
skill building.
The extensive listening approach is recommended for L2 learners of beginning and
intermediate levels (Krashen, 1996; Renandya & Farrell, 2011; Mayora, 2017) because
they are not compelled to perform comprehension tasks that test their understanding.
Instead, the extensive listening activities allow them to enjoy listening to topics of their
interests which over time would help develop their ability to listen with greater compre-
hension, fluency, and automaticity (Renandya & Farrell, 2011; Dupuy, 1999; Ridgway,
2000; Waring, 2008; Renandya & Jacobs, 2016). Extensive listening helps fluent listen-
ers easily and automatically process and comprehend aural input and reorganise their
knowledge (Chang et al., 2019).
To improve listening fluency, Krashen (1996) and Dupuy (1999) proposed the
concept of narrow listening, using texts on one topic, of one genre, or by one author.
The benefits are apparent here; students get to hear the same language forms related to
a familiar topic. Learners should focus on short recordings of the same topic until they
grow familiar with it before moving on to another topic. Tutorial and DIY videos, as well
as weblogs of someone sharing their stories, are perfect for extensive listening.
Combined with repeated listening, narrow listening is reported to be beneficial in
improving vocabulary retention, listening comprehension, and listening fluency, as well
as confidence in listening to texts in L2 (Dupuy, 1999). Dupuy (1999), for example,
reported that for her lower proficiency learners, a higher degree of comprehension (95%
and above) was possible only after they listened to the same material three or four times.
Extensive listening activities do not aim for explicit learning of forms, yet as a result of
narrow listening, learners may learn implicitly from repeated use of words, expressions,
and grammar structure (Matsuo, 2015).
Text selection also influences the outcome or success of the listening tasks, so learners
must be encouraged to choose texts based on their relevance, interest, and enjoyment
(Renandya & Farrell, 2011; Krashen, 1996; Mayora, 2017). Listening to texts learners find
interesting and relevant is more pleasant and motivating than listening to those they
have no interest in. For listening texts to be relevant, they should “relate to learner goals
and interests, and involve self-selection and evaluation” (Rost, 2002, p. 123). The impli-
cation for L2 listening is that learners are given an active role in the selection of listening
texts, or at least in the choice of the topic of interest.
In an L2 learning context, learners need support and feedback from teachers as well
as other learners. Learners also need to learn how to motivate themselves, to control and
monitor their progress, and to keep on practising listening. “As students practise moni-
toring their own learning and analysing it with what is expected, they eventually develop
the skills to make consistent and reliable interpretations of their learning” (Earl & Katz,
2006, p. 46). Listening diaries/journals/logs, in spoken or written forms, can help

160 Listening in the Classroom: Teaching Students How to Listen

students learn to monitor and challenge their own understanding, predict the
outcomes of their current level of understanding, make reasoned decisions
about their progress and difficulties, decide what else they need to know,
organize and reorganize ideas, check for consistency between different pieces
of information, draw analogies that help them advance their understanding,
and set personal goals. (Earl & Katz, 2006, p. 44)

Journals are useful for recording extensive listening activities as well as learners’ reflec-
tion on their listening experience.
Students’ comprehension can be enhanced by allowing them to read the transcript
before or during listening. The literature suggests that listening-while-reading makes
aural texts more comprehensible and exciting (Chang, 2009; Brown et al., 2008), pro-
motes vocabulary development (Brown et al., 2008), and helps learners concentrate on
listening to the texts better (Chang, 2009). Moreover, it may result in more substantial
and long-lasting effects on the development of listening competence and acquisition
of some linguistic elements, such as sounds, words, phrases, and sentences (Renandya,
2012). However, Yeldham (2016, p. 36) cautions us that listening-while-reading “may
have short-term comprehension benefits but runs the risk of learners relying too greatly
on the printed text, scaffolding that is absent in real-life listening.” To more efficiently
improve listening fluency, after listening-while-reading a text, learners should be given
a chance to listen to the text once again without the assistance of written text (Chang
& Millett, 2014). This way, they will not learn to disregard aural texts or develop over
reliance on written text.

Listening in the Classroom
In this section, we discuss extensive listening activities that can be employed both inside
and outside of the classroom as part of an extensive listening program. L2 learners need
to be able to extend classroom learning into real-life learning so that what they learn in
class can benefit them in real life.

Finding Texts That Suit Learners’ Needs and Interests
Today, spoken texts are available over the internet in the form of stories, movies, tuto-
rials, talks, documentaries, videocasts, serials, news and current affairs, TV shows, and
video clips, to name a few. They are available in the form of audio recordings and videos
accompanied by written texts of many forms. They can be found on many English learn-
ing websites. The following are some popular websites that provide listening materials
for all grades:

• ELLLO/English Listening Lesson Library Online (www.elllo.org)
• BBC Learning English (www.bbc.co.uk/learningenglish)
• British Council LearnEnglish (learnenglish.britishcouncil.org)
• Breaking News English (breakingnewsenglish.com)

Bringing Extensive Listening Into the Second Language Classroom 161

• Randall’s ESL Cyber Listening Lab (www.esl-lab.com)
• ManyThings.org (www.manythings.org)

For upper intermediate and preadvanced learners, there are voluminous inspiring and
informative talks available on TED (www.ted.com) and TEDEd (ed.ted.com) websites.
The varied topics made available on these websites will appeal to many L2 learners.
Audiobooks of graded readers are another popular form of extensive listening
material. Because extensive listening is informed by the same theoretical principles as
extensive reading, the audiobooks of graded readers are suitable to be used in extensive
listening programs (Waring, n.d., Renandya & Farrell, 2011; Ridgway, 2000; Reinders &
Cho, 2010; Yonezawa & Ware, 2008; Chang, 2012). However, learners may find aural
texts more difficult than written texts because of unclear sounds, blurred word bound-
aries, unfamiliar accents, and fast speech, among other reasons. As the difficulty level of
the audio material is obviously above that of its written counterpart, in extensive listen-
ing programs, learners are recommended to listen to materials that are one or two levels
below their reading proficiency level (Waring, n.d.).
Unfortunately, most graded readers for extensive listenings are not available free
of charge. One website that provides a listening library full of more than 1,000 graded
reader audiobooks is the Extensive Reading Central website (www.er-central.com). The
graded readers developed and sold by publishers are often accompanied by audio record-
ings that can be used in extensive listening programs. Every publishing company uses a
specific grade-level standard. Websites such as Lit2Go (etc.usf.edu/lit2go) and Readworks
(www.readworks.org) offer free graded readers not developed specifically for extensive
listenings but potentially useful for extensive listening programs. They also use different
levelling standards than those used by commercial graded reader publishers.
When finding listening materials for extensive listening by themselves, learners
should begin by finding the appropriate materials for their level. They can easily do this
by completing the following simple self-assessment, which is adapted from the extensive
reading approach.

1. The 5-Finger Rule: Play the middle part of an aural text for 1 minute. As
students listen, ask them to hold up a finger for every word they do not know.
Use the guidelines presented in Figure 1
Once the students find their level, they can continue listening at that level until
they are ready to move up to the next level.
2. Pick One Random Level: Students listen to an aural text and then ask
themselves the following questions:

a. Can I understand about 90% or more of the content (the story or
information)?
b. Can I understand over 95% of the vocabulary and grammar?
c. Can I listen and understand without having to stop the audio?
(Waring, n.d.)

162 Listening in the Classroom: Teaching Students How to Listen

Figure 1. The 5-finger rule guidelines.

“Yes” answers to the three questions mean they have found extensive listening
material that suits their proficiency and comprehension level. If one (or more)
of their answers is “no,” the text may be too difficult, and they may want to
try one level below. If they think the text is too easy or they can understand it
100% without any problems, they may want to try a more difficult text. This
self-assessment can be done until they have found the right level that does not
make them feel anxious or bored. Once they have found it, they can continue
listening to the other texts of the same level.

These two techniques can be applied to materials from English language teaching/
learning websites or audiobooks of graded readers. Because different web developers
and graded reader publishers use their own labelling and levelling system, it is a good
idea to encourage students to do this every time they use a new website or graded reader
publisher.
Students should also find topics they are interested in. Let them listen to a text for a
minute. If they do not enjoy listening to the text, suggest they find another one.

Narrow and Repeated Listening
Instead of quickly switching from one topic to another, Krashen (1996) and Dupuy
(1999) suggest that beginning L2 learners focus on listening to one topic at a time so
that they can expand their language competence at their own pace.
Learners should be encouraged to listen to a text as many times as they like and at
their leisure, because it enhances comprehension and promotes listening fluency (Chang

Bringing Extensive Listening Into the Second Language Classroom 163

& Read, 2007; Nation & Newton, 2009). Nevertheless, low-proficiency learners may need
additional support because they lack linguistic competence and experience (Chang &
Read, 2006). Krashen (1996) shared his own experience in learning his L2 by listening
to the same text repeatedly, which he said made him more interested in the text and gave
him the chance to learn something new every time. Depending on the level of the L2
learners, they can listen to texts of one topic, of one genre, or created by the same person.
In addition to narrow listening and repeated listening, encouraging learners to listen to a
topic from different perspectives is also another way of fostering critical listening.
To implement narrow listening with students, you can encourage your learners to
choose some topics they are interested in. After that, they search for short audio record-
ings or videos on the topic on the web. Encourage them to share the resources they have
found with others in the class using your class course management system, other online
learning platform, or a cloud storage system. This way, the class can have a collection of
resources that everyone can have access to.
Learners can also create their own recordings by interviewing proficient speakers of
the language. Have the class work on some questions they will ask the speakers about
in advance and then share their interviews with the class so that everyone has access
to the narrow topics. Once learners find multiple recordings of the same topic, they
can listen to them till they find the topic comprehensible and are ready to move on to
another topic.

Listening in Sequences and Series Listening
There is no limit to how long extensive listening materials should be. Should learners
find a long text, they can listen in sequences. Because the focus of extensive listening is
on enjoyment, learners do not need to finish listening to a text in one seating. Similar to
when reading for pleasure, in extensive listening, learners can decide when to stop and
when to continue to the next part of a text. Stopping a few times when listening to a long
text may trigger their curiosity. To make listening more exciting, you can even encourage
them to predict what may happen next to the characters or how a story may flow.
Learners can also listen in sequences to stories presented in the form of series. Series
listening resembles real-life listening. L2 learners often watch their favorite TV series
in their L1 for months or even years. They follow the plot of the stories and familiarize
themselves with the characters in the story. Watching serials is easier because the lexical
load of the episodes of the same program is lower than that of unconnected programs
(Rodgers & Webb, 2011). Series listening lets learners relate to a story; it makes them
curious and want to talk about what will happen to the characters. Using drama series is
more advisable because there is more “language” used in the conversation between the
characters than that of action movies, for instance.
To give learners the chance to get acquainted and grow with the story, we recommend
regular listening or viewing. Encourage your learners to listen to one episode each week
and talk about it with other learners. Alternatively, have students write short comments
or reflections after listening to the series on the class course management system or
other online learning platform, where you and other students can discuss the story

164 Listening in the Classroom: Teaching Students How to Listen

online. They can also write it in the form of listening journals. Asking students predic-
tion questions, such as what is going to happen to the main character next week, will
get them more involved in the story and allow them to recycle the language used in the
series. Reflective questions, such as whom they like best and what scene they like most,
and other personal opinions about the story will allow them to relate to the story at a
deeper level.

Listening-While-Reading
Though listening extensively to large amounts of comprehensible language is considered
a key factor for developing listening skills, previous research has shown that listening
without any support can be difficult for beginning L2 learners (Chang & Read, 2006).
Research suggests listening can be done simultaneously with reading (Nation & New-
ton, 2009; Chang & Millett, 2013; Chang, 2009; Brown et al., 2008) to assist aural text
comprehension as well as vocabulary building. Beginners and intermediate learners find
watching subtitled or captioned videos helps them with vocabulary learning more than
when the textual input is not available (Perez et al., 2013; Peters et al., 2016). However,
students should be reminded that subtitles and captions may not always be verbatim
representations of the spoken words.
Listening-while-reading facilitates low-proficiency listeners in creating the aural–
written verification stage that they need to develop auditory discrimination skills (Vander
grift, 2007), and supports high-proficiency listeners in word recognition skills (Vander-
grift, 2007; Osada, 2001). It also helps listeners develop an awareness of form-meaning
relationships (Osada, 2001). Learners can use transcripts to help them understand aural
texts better as well as to confirm words they do not know or could not catch in the
recording (Ivone, 2013). After reading and listening to a text, learners should be encour-
aged to listen to it several times without the transcript to help them focus on the aural
input and avoid overreliance on written text (Chang & Millett, 2014).
Ask learners to listen to a text while reading the written script in a low voice or to
read it silently. The activity of “reading aloud using the text or script while listening” is
called overlapping (Yonezawa & Ware, 2008, p. 1256). It will help learners create a rela-
tionship between the written form and the spoken form of words. It can also help with
pronunciation and reading speed. Increasingly, learners will be able to read and listen to
words and expression at the same speed as the speaker.

Follow-Up Activities in Extensive Listening
The essence of extensive listening is the listening itself; the more listening students do,
the more listening benefits they are likely to enjoy. However, when extensive listening is
integrated into a formal course, there are questions related to its accountability in terms
of assessment. How do you know whether your students are really doing the listening?
Mayora (2017) suggests that learners do “comprehension oriented, non-intrusive tasks”
(p. 102) to show that they have completed the extensive listening activity. Follow-up
activities may take the form of writing or telling an appreciation sentence or paragraph,
expressing the main idea, or creating a summary in their native language. More authentic

Bringing Extensive Listening Into the Second Language Classroom 165

tasks that “reflect real-life listening tasks such as dictation, stimulus-response, note-
taking, editing and retelling can also be conducted” (Ivone & Renandya, 2019, p. 249).
Depending on the level of proficiency of your learners, you can conduct the follow-up
activities in their L1 or in English. Following, we discuss interesting tasks you can assign
for learners to show they have responsibly completed the extensive listening activities.
In extensive listening, there are many choices of informal follow-up activities that can
be done after the main listening activity. When performing them in class, students can
work in pairs, small groups, or as a whole class. Online, students can use social media or
the course management system to share and discuss interesting points from the listening
materials. The discussion can be typed or recorded and then posted or uploaded as files.
Students can also work in small groups, record the discussion, and then upload it online.
Other students or groups can listen to each other’s postings or recordings and give com-
ments. All of the activities can be completed in spoken and written forms.

1. Reflect. Students are given a chance to think about a text after listening to
it. Because extensive listening is about listening for pleasure, it is a way of
personalising the listening experience. Learners share their opinions about
the story/topic or their personal experience concerning the story/topic. After
listening, they answer questions, such as

a. Do you like the story?
b. Who do you think is the kindest (most evil, strongest, etc.) and why?
c. If you were to choose a movie star to play the main character part, who
would you choose, and why?

2. Retell. This follow-up activity gives students the chance to listen to a text and
then use their own words to retell it. They can retell both fiction and nonfiction.
3. Transfer. Instead of putting their efforts into a verbal summary, students transfer
what they have learned from an aural text into other visual formats, such as
drawing, pictures, charts, and comic strips, to name a few.
4. Tweak. To make the listening experience more personalised and to engage
students in thinking about the texts they just listened to, assign them to do
some modification to an aural text by changing something, for example a
character, the ending, the plot, or the setting.

Progress Monitoring
The use of listening journals in extensive listening can promote listening autonomy
because they provide guidance for learners in planning, monitoring, and evaluating their
listening activities (Chen, 2017). These journals usually document details of the listener
(e.g., name, class), the texts (e.g., title, length, source), the extensive listening activities
(e.g., date, length), and the results of any follow-up activities. You can use a structured
listening journal template or diary-like journal, and you can guide learners in writing

166 Listening in the Classroom: Teaching Students How to Listen

their journals by providing open-ended prompts as pointers of what they should include.
The questions can be about the text or the listening experience.
If you need to assign grades to students, you can develop scoring rubrics using
prompt questions given to students as assessment criteria. You can give scores based on
the completion and quality of their answers. Follow-up activities that result in products
or projects can also be assessed using scoring rubrics. To encourage students to regularly
listen to aural text in English, set minimum word counts or minimum listening times
for students to achieve every week and by the end of the semester. We strongly suggest
combined assessment methods to avoid overreliance on the more typical listening com-
prehension test commonly used in listening courses.
Extensive listening can take place in the language classroom and outside, at a time
that is convenient for learners, and through carrying out what they enjoy doing. More-
over, it can be conducted as an individual as well as group or whole-class activity. It gives
language learners the chance to learn L2 listening in uplifting, fun, and engaging ways
by maximizing exposure to comprehensible and compelling input. Aural texts and
multimedia texts that combine audio and visuals to complement each other can be used
because listening-while-reading makes aural texts more comprehensible, and multi-
media input improves comprehension. By spending an extended period listening to a
large amount of comprehensible and enjoyable listening material, learners can learn at
their own pace with no intervention from the teacher. They can also listen repeatedly
or narrowly, and listening-while-reading can make the aural input more comprehen-
sible. When extensive listening is conducted in class, students can perform nonintru-
sive tasks after completing activities, such as writing short and simple comments that
explain something they appreciated or felt, show the main idea, or a provide a summary
or review. We believe that pedagogically sound ideas derived from the research into
extensive listening, which we outlined in this chapter, can be productively explored and
implemented to make our intensive listening lessons more effective in supporting the
development of our students’ listening proficiency.

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Bringing Extensive Listening Into the Second Language Classroom 169

Francisca Maria Ivone teaches at the Department of English, Universitas Negeri
Malang, Indonesia. She researches English language teaching, technology-enhanced
language learning, extensive listening (EL) and viewing (EV), extensive reading (ER),
learning autonomy, and collaborative learning. She employed and benefited from ER,
EL, and EV during her language learning years. Today, she teaches ER courses and
blends ER, EL, and EV programs into the language skill courses she teaches.

Dr. Willy A. Renandya is a language teacher educator with extensive teaching
experience in Asia. He currently teaches applied linguistics courses at the National
Institute of Education, Nanyang Technological University, Singapore. His publications
include Methodology in Language Teaching: An Anthology of Current Practice
(2002, Cambridge University Press) and Student Centered Cooperative Learning
(2019, Springer International). He maintains a large language teacher professional
development forum called Teacher Voices (www.facebook.com/groups/teachervoices).

170 Listening in the Classroom: Teaching Students How to Listen