Pub Date : 2021-11-06DOI: 10.1080/10904018.2021.1963252
Ryoko Fujita
ABSTRACT This study aims to investigate English as a foreign language (EFL) learners’ use of context information under various noise conditions. The participants were seven Japanese undergraduate students. A noise test adopted from the Speech-Perception-in-Noise (SPIN) test (Kalikow et al., 1977) was used. Four signal-tonoise ratio (SNR) conditions (SNR = 0, 5, 10, 15) and a condition without noise were added to the SPIN test. Data were collected using think-aloud protocol procedures. Some target words presented in the noise test were supported with contextual information, enabling learners to use top-down prediction, whereas others were not supported with contextual information, making it difficult for learners to predict the target words. The results showed that, first, learners used contextual information at all noise levels, but differently in high- and low-context sentences. Second, participants’ listening comprehension was greatly affected by background noise. The scores on the noise test and their confidence levels decreased as the level of noise increased. Third, the participants used contextual information successfully and most frequently when the SNR = 15. It was also found that the tolerance level for noise varied among participants. Implications for listening assessment and teaching are discussed.
{"title":"THE ROLE OF SPEECH-IN-NOISE IN JAPANESE EFL LEARNERS’ LISTENING COMPREHENSION PROCESS AND THEIR USE OF CONTEXTUAL INFORMATION","authors":"Ryoko Fujita","doi":"10.1080/10904018.2021.1963252","DOIUrl":"https://doi.org/10.1080/10904018.2021.1963252","url":null,"abstract":"ABSTRACT This study aims to investigate English as a foreign language (EFL) learners’ use of context information under various noise conditions. The participants were seven Japanese undergraduate students. A noise test adopted from the Speech-Perception-in-Noise (SPIN) test (Kalikow et al., 1977) was used. Four signal-tonoise ratio (SNR) conditions (SNR = 0, 5, 10, 15) and a condition without noise were added to the SPIN test. Data were collected using think-aloud protocol procedures. Some target words presented in the noise test were supported with contextual information, enabling learners to use top-down prediction, whereas others were not supported with contextual information, making it difficult for learners to predict the target words. The results showed that, first, learners used contextual information at all noise levels, but differently in high- and low-context sentences. Second, participants’ listening comprehension was greatly affected by background noise. The scores on the noise test and their confidence levels decreased as the level of noise increased. Third, the participants used contextual information successfully and most frequently when the SNR = 15. It was also found that the tolerance level for noise varied among participants. Implications for listening assessment and teaching are discussed.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48827115","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
ABSTRACT This qualitative study aimed to investigate clients’ listening barriers as well as listening facilitation-related practices applied by social workers in an emotionally charged relational listening situation emerging in administrative hearings. These hearings are filled with tensions that can be assumed to impair the listening of parents and children because in the hearings, final decisions regarding giving a child into care are made. The study examines an authentic child protection situation with three different data sets. Data are analyzed with the thematical content analysis. The results indicate that the clients’ intra- and interpersonal as well as institutional listening barriers can be facilitated by practices applied by social workers in various ways. The study also interestingly reveals how the listening dimensions of social workers are constructed in the relational listening situation emerging in administrative hearings. Even though the study describes the Finnish system and procedure of taking a child into care, and procedural and legal systems are not similar between countries, the core of the social workers’s profession worldwide is relational. Thus, our findings regarding relational listening in social work can be applied widely. Moreover, global similarities regarding the listening dimensions of social workers could be examined in future studies.
{"title":"RELATIONAL LISTENING, LISTENING BARRIERS, AND LISTENING FACILITATION IN FINNISH ADMINISTRATIVE CARE ORDER PREPARATION HEARINGS","authors":"Tuula-Riitta Valikoski, Sanna Ala-Kortesmaa, Venla Kuuluvainen","doi":"10.1080/10904018.2021.1986045","DOIUrl":"https://doi.org/10.1080/10904018.2021.1986045","url":null,"abstract":"ABSTRACT This qualitative study aimed to investigate clients’ listening barriers as well as listening facilitation-related practices applied by social workers in an emotionally charged relational listening situation emerging in administrative hearings. These hearings are filled with tensions that can be assumed to impair the listening of parents and children because in the hearings, final decisions regarding giving a child into care are made. The study examines an authentic child protection situation with three different data sets. Data are analyzed with the thematical content analysis. The results indicate that the clients’ intra- and interpersonal as well as institutional listening barriers can be facilitated by practices applied by social workers in various ways. The study also interestingly reveals how the listening dimensions of social workers are constructed in the relational listening situation emerging in administrative hearings. Even though the study describes the Finnish system and procedure of taking a child into care, and procedural and legal systems are not similar between countries, the core of the social workers’s profession worldwide is relational. Thus, our findings regarding relational listening in social work can be applied widely. Moreover, global similarities regarding the listening dimensions of social workers could be examined in future studies.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44352498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-28DOI: 10.1080/10904018.2021.1987239
María T. Soto-Sanfiel, B. Freeman, Ariadna Angulo-Brunet
ABSTRACT One of the main objectives of radio arts, radio made by artists, is to produce mental images for audiences. According to radio art theorists and practitioners, those mental images lead to emotional and sensitive listening experiences. This exploratory research aims to advance the scientific understanding of mental image production by radio arts and its relation to its appreciation and conventional radio listening habits. Study participants (126) were asked to report their radio consumption habits. Later, they listened to a radio art and completed two scales on mental images and appreciation. Results show that radio arts elicit mental images, which are positively correlated to the appreciation: the greater the vividness and quantity/ease of the mental images suggested by a radio art, the greater its appreciation. Conventional radio habits do not impact on mental images nor appreciation of radio arts. These results help to understand radio art reception, an audio genre inexplicably ignored by empirical scrutiny and scientific radio studies.
{"title":"RADIO ART: MENTAL IMAGES AND APPRECIATION","authors":"María T. Soto-Sanfiel, B. Freeman, Ariadna Angulo-Brunet","doi":"10.1080/10904018.2021.1987239","DOIUrl":"https://doi.org/10.1080/10904018.2021.1987239","url":null,"abstract":"ABSTRACT One of the main objectives of radio arts, radio made by artists, is to produce mental images for audiences. According to radio art theorists and practitioners, those mental images lead to emotional and sensitive listening experiences. This exploratory research aims to advance the scientific understanding of mental image production by radio arts and its relation to its appreciation and conventional radio listening habits. Study participants (126) were asked to report their radio consumption habits. Later, they listened to a radio art and completed two scales on mental images and appreciation. Results show that radio arts elicit mental images, which are positively correlated to the appreciation: the greater the vividness and quantity/ease of the mental images suggested by a radio art, the greater its appreciation. Conventional radio habits do not impact on mental images nor appreciation of radio arts. These results help to understand radio art reception, an audio genre inexplicably ignored by empirical scrutiny and scientific radio studies.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46653840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-16DOI: 10.1080/10904018.2021.1941028
Ruslan Suvorov, Shanshan He
ABSTRACT There is a growing consensus that the ability to understand and process visual information should be part of the second language (L2) listening construct; however, the findings of studies exploring the use of visuals in L2 listening assessment contexts remain inconclusive. To better understand the underlying reasons for these inconclusive results, this article employs a methodological synthesis to examine different methodological aspects of primary studies. The synthesis starts with an overview of its methodology that describes the selection and search criteria, data coding, and analysis of data from 45 studies comprising journal articles, doctoral dissertations, book chapters, and conference proceedings published in the past 50 years. Driven by five research questions, the synthesis examines methodological aspects of primary studies, including research aims, research designs, data collection and analysis methods, study and participant characteristics, design characteristics of L2 listening assessment instruments, and test administration procedures. The results reveal a panoply of differences among research methodologies used in primary studies. In discussing the results of this methodological synthesis, this article highlights the patterns in reviewed methodologies, identifies key methodological issues in primary studies, and concludes with recommendations for expanding and advancing this line of research.
{"title":"VISUALS IN THE ASSESSMENT AND TESTING OF SECOND LANGUAGE LISTENING: A METHODOLOGICAL SYNTHESIS","authors":"Ruslan Suvorov, Shanshan He","doi":"10.1080/10904018.2021.1941028","DOIUrl":"https://doi.org/10.1080/10904018.2021.1941028","url":null,"abstract":"ABSTRACT There is a growing consensus that the ability to understand and process visual information should be part of the second language (L2) listening construct; however, the findings of studies exploring the use of visuals in L2 listening assessment contexts remain inconclusive. To better understand the underlying reasons for these inconclusive results, this article employs a methodological synthesis to examine different methodological aspects of primary studies. The synthesis starts with an overview of its methodology that describes the selection and search criteria, data coding, and analysis of data from 45 studies comprising journal articles, doctoral dissertations, book chapters, and conference proceedings published in the past 50 years. Driven by five research questions, the synthesis examines methodological aspects of primary studies, including research aims, research designs, data collection and analysis methods, study and participant characteristics, design characteristics of L2 listening assessment instruments, and test administration procedures. The results reveal a panoply of differences among research methodologies used in primary studies. In discussing the results of this methodological synthesis, this article highlights the patterns in reviewed methodologies, identifies key methodological issues in primary studies, and concludes with recommendations for expanding and advancing this line of research.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42590508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.1080/10904018.2021.1955683
Yo In’nami, Rie Koizumi
ABSTRACT To better understand the relationship between second-language (L2) listening comprehension and metacognitive awareness, we examined the moderating effects of listening tests and learner samples while focusing on aspects of metacognitive awareness. Students of English-as-a-foreign-language at a Japanese university (n = 75; the 2019 cohort) took the Test of English as a Foreign Language Institutional Testing Program (TOEFL ITP®) test, a paper-based TOEFL; the TOEFL Internet-based test (TOEFL iBT®); and the Metacognitive Awareness Listening Questionnaire (MALQ). Another group of students (n = 107; the 2020 cohort) took the TOEFL ITP and MALQ. Random forest analysis was applied to the results of the 2019 cohort, showing that, in order of importance, person knowledge, mental translation, and directed attention were related to listening comprehension in both listening tests. Problem solving was not related in either listening test. Further, planning and evaluation strategies were related to listening comprehension only in the TOEFL ITP. Comparison between the TOEFL ITP results of the 2019 and 2020 cohorts showed that only person knowledge was related to listening comprehension across the two cohorts, indicating a strong generalizability of person knowledge and weak generalizability of the remaining metacognitive strategies across learners. Implications and future directions are discussed.
{"title":"THE RELATIONSHIP BETWEEN L2 LISTENING AND METACOGNITIVE AWARENESS ACROSS LISTENING TESTS AND LEARNER SAMPLES","authors":"Yo In’nami, Rie Koizumi","doi":"10.1080/10904018.2021.1955683","DOIUrl":"https://doi.org/10.1080/10904018.2021.1955683","url":null,"abstract":"ABSTRACT To better understand the relationship between second-language (L2) listening comprehension and metacognitive awareness, we examined the moderating effects of listening tests and learner samples while focusing on aspects of metacognitive awareness. Students of English-as-a-foreign-language at a Japanese university (n = 75; the 2019 cohort) took the Test of English as a Foreign Language Institutional Testing Program (TOEFL ITP®) test, a paper-based TOEFL; the TOEFL Internet-based test (TOEFL iBT®); and the Metacognitive Awareness Listening Questionnaire (MALQ). Another group of students (n = 107; the 2020 cohort) took the TOEFL ITP and MALQ. Random forest analysis was applied to the results of the 2019 cohort, showing that, in order of importance, person knowledge, mental translation, and directed attention were related to listening comprehension in both listening tests. Problem solving was not related in either listening test. Further, planning and evaluation strategies were related to listening comprehension only in the TOEFL ITP. Comparison between the TOEFL ITP results of the 2019 and 2020 cohorts showed that only person knowledge was related to listening comprehension across the two cohorts, indicating a strong generalizability of person knowledge and weak generalizability of the remaining metacognitive strategies across learners. Implications and future directions are discussed.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46654353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-21DOI: 10.1080/10904018.2021.1964365
L. Landry-Meyer
ABSTRACT The term culturally cognizant listening is introduced as nonjudgmental, active listening style taught with self-reflection and perspective-taking behaviors using a service-learning pedagogy. Given the climate of societal discord on topics of diversity, there is an increased need to enhance listening skills. The purposes of this thematic analysis are to describe the concept of culturally cognizant listening using the analogies of mirrors (self-awareness) and windows (nonjudgment perspective taking) and examine its effectiveness. Data from a convenience sample of 47 undergraduates representing three cohorts enrolled in a listening course are presented. Overall, students learned the culturally cognizant listening style based on service-learning using the analogies of mirrors and windows.
{"title":"CULTURALLY COGNIZANT LISTENING","authors":"L. Landry-Meyer","doi":"10.1080/10904018.2021.1964365","DOIUrl":"https://doi.org/10.1080/10904018.2021.1964365","url":null,"abstract":"ABSTRACT The term culturally cognizant listening is introduced as nonjudgmental, active listening style taught with self-reflection and perspective-taking behaviors using a service-learning pedagogy. Given the climate of societal discord on topics of diversity, there is an increased need to enhance listening skills. The purposes of this thematic analysis are to describe the concept of culturally cognizant listening using the analogies of mirrors (self-awareness) and windows (nonjudgment perspective taking) and examine its effectiveness. Data from a convenience sample of 47 undergraduates representing three cohorts enrolled in a listening course are presented. Overall, students learned the culturally cognizant listening style based on service-learning using the analogies of mirrors and windows.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46802086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-29DOI: 10.1080/10904018.2021.1954926
Sarah Sok, H. Shin
ABSTRACT The influence of individual difference variables on second language (L2) listening comprehension has been an area of research that has been gaining renewed attention in recent years. The current study investigated the effects of two cognitive variables, aptitude and metacognitive awareness, on 107 native-Korean, English as a foreign language learners’ listening comprehension. Moreover, the study examined whether metacognitive awareness mediated the relationship between aptitude and L2 listening comprehension. Both aptitude and metacognitive awareness were found to have statistically significant positive correlations (r = .58 and .37, respectively) with L2 listening comprehension, and they were also significant predictors of L2 listening, collectively explaining 41% of the variance in L2 listening performance. Furthermore, metacognitive awareness mediated the relationship between aptitude and L2 listening comprehension. These findings suggest that cognitive learner variables play a significant and interdependent role in L2 listening comprehension.
{"title":"INVESTIGATING THE ROLE OF COGNITIVE VARIABLES IN SECOND LANGUAGE LEARNERS’ LISTENING COMPREHENSION: APTITUDE AND METACOGNITIVE AWARENESS","authors":"Sarah Sok, H. Shin","doi":"10.1080/10904018.2021.1954926","DOIUrl":"https://doi.org/10.1080/10904018.2021.1954926","url":null,"abstract":"ABSTRACT The influence of individual difference variables on second language (L2) listening comprehension has been an area of research that has been gaining renewed attention in recent years. The current study investigated the effects of two cognitive variables, aptitude and metacognitive awareness, on 107 native-Korean, English as a foreign language learners’ listening comprehension. Moreover, the study examined whether metacognitive awareness mediated the relationship between aptitude and L2 listening comprehension. Both aptitude and metacognitive awareness were found to have statistically significant positive correlations (r = .58 and .37, respectively) with L2 listening comprehension, and they were also significant predictors of L2 listening, collectively explaining 41% of the variance in L2 listening performance. Furthermore, metacognitive awareness mediated the relationship between aptitude and L2 listening comprehension. These findings suggest that cognitive learner variables play a significant and interdependent role in L2 listening comprehension.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1954926","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48161708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-24DOI: 10.1080/10904018.2021.1927734
Tzvi Michelson, A. Kluger
ABSTRACT Although sharing traumatic experiences with others can facilitate Speakers coping, scholars have hypothesized that the listeners experience stress. We tested this hypothesis by reviewing published literature on the association between exposure to speakers’ trauma accounts and listeners’ stress. We found 49 articles with relevant data, reporting 142 effect sizes. To account for the nesting of effect sizes within articles, we performed a three-level meta-analysis. The meta-analytically weighted mean of the correlations between exposure to trauma and stress was = .15, p < .0001. Yet, the effect was highly heterogeneous Q 141 = 964.3, p < .0001, I 2 = 88.6%, τ = .20. Based on τ, a 95% prediction interval suggests that the true effects of exposure and stress could range from −.24 to .54. Exploratory moderator analyses suggested that long-term exposure attenuates the association and that type of stress measure does not. These results show that exposure can stress the listener, calling for additional research to understand the conditions that mitigate this effect.
{"title":"Can Listening Hurt You? A Meta-analysis of the Effects of Exposure to Trauma on Listener’s Stress","authors":"Tzvi Michelson, A. Kluger","doi":"10.1080/10904018.2021.1927734","DOIUrl":"https://doi.org/10.1080/10904018.2021.1927734","url":null,"abstract":"ABSTRACT Although sharing traumatic experiences with others can facilitate Speakers coping, scholars have hypothesized that the listeners experience stress. We tested this hypothesis by reviewing published literature on the association between exposure to speakers’ trauma accounts and listeners’ stress. We found 49 articles with relevant data, reporting 142 effect sizes. To account for the nesting of effect sizes within articles, we performed a three-level meta-analysis. The meta-analytically weighted mean of the correlations between exposure to trauma and stress was = .15, p < .0001. Yet, the effect was highly heterogeneous Q 141 = 964.3, p < .0001, I 2 = 88.6%, τ = .20. Based on τ, a 95% prediction interval suggests that the true effects of exposure and stress could range from −.24 to .54. Exploratory moderator analyses suggested that long-term exposure attenuates the association and that type of stress measure does not. These results show that exposure can stress the listener, calling for additional research to understand the conditions that mitigate this effect.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1927734","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48084119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-23DOI: 10.1080/10904018.2021.1941029
Surabhi Sahay
ABSTRACT During organizational change, organizations increase their listening initiatives to monitor resistance, lower uncertainty, and enhance commitment to change. Scholars have argued that many of these initiatives are superficial in nature and may be compared to inauthentic listening, the key concept explored in this article. In general, while organizational listening has been known to improve employee trust and engagement, organizations struggle to incorporate effective listening due to lack of systems, processes, structures, resources, and skill sets. This study sought to explore the perspectives of both senior-level executives and employees who had provided input during change [i.e., input providers]. Thirty-seven participants from large, publicly held companies were interviewed for the study. The study found that inauthentic listening resulted from change-related restrictions, problematic conduct of solicitation, and limited analysis and presentation of input. Inauthentic listening had negative consequences for the organizations and the input providers. Organizations can enhance listening competencies by selecting culturally sensitive technologies, developing comprehensive analysis mechanisms, adopting a holistic listening approach, and developing empathetic skills for those soliciting input.
{"title":"ORGANIZATIONAL LISTENING DURING ORGANIZATIONAL CHANGE: PERSPECTIVES OF EMPLOYEES AND EXECUTIVES","authors":"Surabhi Sahay","doi":"10.1080/10904018.2021.1941029","DOIUrl":"https://doi.org/10.1080/10904018.2021.1941029","url":null,"abstract":"ABSTRACT During organizational change, organizations increase their listening initiatives to monitor resistance, lower uncertainty, and enhance commitment to change. Scholars have argued that many of these initiatives are superficial in nature and may be compared to inauthentic listening, the key concept explored in this article. In general, while organizational listening has been known to improve employee trust and engagement, organizations struggle to incorporate effective listening due to lack of systems, processes, structures, resources, and skill sets. This study sought to explore the perspectives of both senior-level executives and employees who had provided input during change [i.e., input providers]. Thirty-seven participants from large, publicly held companies were interviewed for the study. The study found that inauthentic listening resulted from change-related restrictions, problematic conduct of solicitation, and limited analysis and presentation of input. Inauthentic listening had negative consequences for the organizations and the input providers. Organizations can enhance listening competencies by selecting culturally sensitive technologies, developing comprehensive analysis mechanisms, adopting a holistic listening approach, and developing empathetic skills for those soliciting input.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1941029","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41509873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-01DOI: 10.1080/10904018.2021.1929993
M. Dalman, Okim Kang
ABSTRACT This study investigated U.S. undergraduates’ perceptions of non-native speakers’ (NNS) speech which had received 100% proficiency scores on the TOEFL iBT test. Fifty-five U.S. undergraduates rated 20 speech samples for comprehensibility, accentedness, and acceptability. The speech samples were also analyzed for acoustic fluency. Descriptively, although all NNSs had been certified as highly proficient by the high-stakes test raters, U.S. undergraduates perceived them to be heavily accented, not perfectly comprehensible, and not completely acceptable as a teacher and as a peer. Multiple regression analyses showed that comprehensibility significantly predicted high proficiency NNSs’ acceptability as a teacher and as a peer whereas accentedness did not. Additionally, syllables per second emerged as the strongest predictor of NNSs’ comprehensibility and accentedness whereas mean length of run emerged as the strongest predictor of NNSs’ acceptability. These findings suggest that obtaining competitive scores on the speaking component of the high stakes test may not sufficiently guarantee NNSs’ acceptability for teaching and group activities in U.S. academic contexts.
{"title":"VALIDITY EVIDENCE: UNDERGRADUATE STUDENTS’ PERCEPTIONS OF TOEFL IBT HIGH SCORE SPOKEN RESPONSES","authors":"M. Dalman, Okim Kang","doi":"10.1080/10904018.2021.1929993","DOIUrl":"https://doi.org/10.1080/10904018.2021.1929993","url":null,"abstract":"ABSTRACT This study investigated U.S. undergraduates’ perceptions of non-native speakers’ (NNS) speech which had received 100% proficiency scores on the TOEFL iBT test. Fifty-five U.S. undergraduates rated 20 speech samples for comprehensibility, accentedness, and acceptability. The speech samples were also analyzed for acoustic fluency. Descriptively, although all NNSs had been certified as highly proficient by the high-stakes test raters, U.S. undergraduates perceived them to be heavily accented, not perfectly comprehensible, and not completely acceptable as a teacher and as a peer. Multiple regression analyses showed that comprehensibility significantly predicted high proficiency NNSs’ acceptability as a teacher and as a peer whereas accentedness did not. Additionally, syllables per second emerged as the strongest predictor of NNSs’ comprehensibility and accentedness whereas mean length of run emerged as the strongest predictor of NNSs’ acceptability. These findings suggest that obtaining competitive scores on the speaking component of the high stakes test may not sufficiently guarantee NNSs’ acceptability for teaching and group activities in U.S. academic contexts.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1929993","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41932388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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