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INNOVATIVE ACTIVITIES TO DEVELOP
LISTENING SKILLS IN THE ENGLISH
LANGUAGE TEACHING-LEARNING PROCESS
ACTIVIDADES INNOVADORAS PARA DESARROLLAR LA
HABILIDAD DE ESCUCHAR EN EL PROCESO DE
ENSEÑANZA-APRENDIZAJE DEL IDIOMA INGLÉS
Kerly Yokabel Cedeño Zambrano
Universidad Laica “Eloy Alfaro” de Manabí, Ecuador
Gema Isabel Arauz Pita
Universidad Laica “Eloy Alfaro” de Manabí, Ecuador
Celia Maria Saltos Dueñas
Universidad Laica “Eloy Alfaro” de Manabí, Ecuador
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DOI: https://doi.org/10.37811/cl_rcm.v8i3.12275
Innovative Activities to Develop Listening Skills in the English
Language Teaching-Learning Process
Kerly Yokabel Cedeño Zambrano
e1312162751@live.uleam.edu.ec
https://orcid.org/0009-0007-9907-5529
Universidad Laica “Eloy Alfaro” de
Manabí
Ecuador
Gema Isabel Arauz Pita
e1313821074@live.uleam.edu.ec
https://orcid.org/0009-0004-5964-2398
Universidad Laica “Eloy Alfaro” de
Manabí
Ecuador
Celia Maria Saltos Dueñas
Celia.saltos@uleam.edu.ec
https://orcid.org/0000-0002-8140-2364
Universidad Laica “Eloy Alfaro” de Manabí
Ecuador
ABSTRACT
The present study focuses on exploring innovative strategies to enhance listening skills in the
English language teaching-learning process. A mixed research approach is employed, combining
quantitative and qualitative methods through the observation of the implementation of innovative
activities in the classroom to assess their effectiveness and the associated challenges in their
application. Furthermore, emphasis is placed on the importance of a student-centered approach
and the use of educational technology to enrich learning through innovative practices aimed at
strengthening listening skills in the acquisition of a new language.
Keywords: Listening skills, significant learning, innovative strategies
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Actividades Innovadoras para Desarrollar la Habilidad de Escuchar
en el Proceso de Enseñanza-Aprendizaje del Idioma Inglés
RESUMEN
El presente estudio se enfoca en explorar estrategias innovadoras para mejorar la habilidad
auditiva en el proceso de enseñanza-aprendizaje del idioma inglés. Se utiliza un enfoque mixto
de investigación que combina métodos cuantitativos y cualitativos mediante la observación de la
implementación de actividades innovadoras en el aula para evaluar su efectividad y los desafíos
asociados en su aplicación. A su vez, se enfatiza la importancia del enfoque centrado en el
estudiante y el uso de tecnología educativa para enriquecer el aprendizaje a través de prácticas
innovadoras para fortalecer las habilidades auditivas en la adquisicón de un nuevo idioma.
Palabras clave: Habilidad auditiva, aprendizaje significativo, estrategias innovadoras
Artículo recibido 18 mayo 2024
Aceptado para publicación: 22 junio 2024
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INTRODUCCIÓN
In early childhood education, the teaching and learning process is predominantly visual. The
acquisition of knowledge by young children is closely linked to curricular content presented
through images, which play an essential role in this formative period (Alcalá & Marfil-Carmona,
2016). The use of pictures as a pedagogical resource, both inside and outside the classroom,
proves to be a valuable tool for communication and the promotion of interpersonal relationships
among students.
Western civilization has largely grounded much of its knowledge in the visual realm, possibly
due to the ability to analogically represent perceived phenomena through graphic means.
However, the capacity to register and retain listening elements was acquired later, given the
inherent ephemerality of sound (Llorca, 2017).
From the perspective of the "soundscape," proposed by Murray Schafer in 1969, aesthetic
reflection on the acoustic environment at specific moments is opened up. The scientific study of
the soundscape, composed of the interaction of elements such as pitch, intensity, timbre, and
duration, along with noise and silence, is a relatively novel field (Schafer, 2013; Rodríguez, 2015).
Sounds play a fundamental role in shaping the atmosphere, expressing temporality, ephemerality,
and changes in boundaries, evoking sound effects. From the interaction between time and the
desire to listen, sonic symbols, signals, and icons that are in tune with the physical aspects of the
environment's structure are identified, giving it a distinctive quality.
In the educational context of the English language, the teaching and learning process faces the
challenge of effectively developing listening skills. While emphasis on the visual has been
predominant in the school environment, listening competence emerges as an essential component
for full language acquisition. This study focuses on the introduction of innovative activities that
not only stimulate but also enhance students' listening ability, thus marking a significant change
in the teaching of the English language.
The central problem motivating this research revolves around the need to enhance listening skills
in the learning of the English language. Despite various strategies being implemented in the
teaching of this language, there remains a gap in knowledge regarding the effectiveness of specific
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activities for the development of listening comprehension.
The relevance of this study lies in the crucial importance of listening skills in the acquisition of
the English language. A strong listening competence not only contributes to effective
communication but also strengthens other linguistic skills. Learning English as a foreign language
demands the comprehensive development of linguistic abilities, among which speaking, listening,
writing, and reading stand out. Díaz & Suárez (2011) emphasize the importance of integrating at
least two of these aspects in English classes to ensure quality learning.
In the current context, English has acquired unprecedented relevance due to globalization,
scientific and technological progress, and the emergence of new forms of communication. Alonso
et al. (2013) argue that English has become the universal language, being essential for
participation in economic, social, and cultural exchanges in the globalized society. Thus, the
English language teaching-learning process, according to Díaz & Suárez (2011), is based on the
premise that oral language serves as a foundation for written language, suggesting that mastering
the skill of listening and speaking correctly facilitates reading, writing, and the consolidation of
grammatical patterns and vocabulary.
Importance of Listening Comprehension in English Language Learning
In the process of teaching and learning the English language, listening comprehension emerges
as a fundamental skill, essential for both effective communication and comprehensive language
mastery. Recognizing the need to strengthen these skills in students, educators explore innovative
approaches and activities to enhance English language teaching.
According to Morán (2015), individuals with outstanding listening learning ability retain
information in detail. In this regard, it is emphasized that those capable of assimilating
information through listening learning process information uniquely, underscoring the importance
of integrating this modality into the educational process.
Within the Ecuadorian educational context, Quintero (2010) underscores the relevance of English
as an essential part of students' comprehensive education. However, deficiencies are observed in
the development of linguistic competencies, particularly in listening skills. This implies the need
for a more specific and effective approach to strengthening these skills.
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Romero (2016) identifies strategies suitable for listening style, such as debates, reading aloud,
multimedia, and assemblies, highlighting the importance of sound in learning and creativity
development. Similarly, Rodríguez (2019) highlights that listening individuals have excellent
intellectual capacity and memorization through listening, emphasizing the relevance of
harnessing this learning style.
The recognition that listening skills are crucial in early language teaching (Demirel, 2004) implies
a constant demand for methods that successfully improve these skills in students. Bourke (2006)
suggests that songs can be fun and effective tools for developing these skills, especially in young
learners.
Listening, as a receptive use of language, focuses on meaning, according to Cameron (2001). This
initial stage in language acquisition, according to Sharpe (2012), is fundamental for effective
learning in all subjects of the primary curriculum. Linse and Nunan (2005) also consider teaching
listening skills crucial for overall language skill development.
In the context of language classrooms, Djabbаrova (2020) highlights that listening has gained new
importance following the diffusion of information technology in society. Despite considerable
class time devoted to listening, the importance of this skill is often overlooked. In the natural
order of learning any language, listening takes precedence, and to achieve fluent and productive
students, teachers must pay special attention to teaching listening skills. This suggests that proper
attention and emphasis on the development of these skills are essential for effective English
language learning.
Research Context
The study was conducted at the Educational Unit Ibarra #2, a regular education institution located
in the province of Manabí, specifically in the city of Chone, Santa Rita. This school operates
under the fiscal regime, with its main focus being education in Spanish. The research focuses on
the 7B course of basic education, which consists of 13 students, divided into 5 males and 8
females, with the active participation of 13 parents.
The staff of the institution includes a specialized administrative and teaching team, such as the
principal, the inspector, the English teacher, and the head of the English department. Additionally,
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Professor Verónica Santander leads the 7B course. This contemporary educational context is
marked by technological advancements and increasing cultural diversity, which influences the
dynamics of language teaching.
The general objective of this research is to develop listening skills in the English language through
innovative activities that are motivating and effective for students. To achieve this purpose, the
diagnosis, evaluation, and application of activities aimed at improving specific aspects of listening
comprehension are proposed.
METHODOLOGY
The present research adopts a mixed-methods approach, combining both quantitative and
qualitative methods within the same investigation, aiming to identify and propose innovative
activities to enhance listening skills in the English language teaching-learning process. This
mixed-methods approach allowed for a comprehensive exploration of the perspectives and
experiences of the involved students and teachers, providing a more complete understanding of
the impact of the activities on the development of listening skills.
Regarding the research type, both qualitative and quantitative data collection and analysis were
integrated. Two methods were combined: the theoretical method, to analyze and comprehend
existing theories on English language teaching and learning, and the empirical method, to gather
data on the effectiveness of innovative activities in enhancing listening skills.
Data collection techniques included semi-structured interviews with English teachers and
observation sheets during the implementation of innovative activities. Additionally, content
analysis was conducted to identify emerging patterns and recurrent themes in the collected data.
The interviews offered detailed insights into the innovative activities, while the observation sheets
facilitated a more objective evaluation of the implementation of these activities in the classroom.
In ethical terms, confidentiality of information was ensured, and consent from participants was
obtained. Inclusion and exclusion criteria were based on active participation in the process, and
potential limitations, such as participant and resource availability, were considered.
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RESULTS
Observation sheets
The results obtained through the observation of pedagogical practices implemented by the teacher
in the Seventh B course, with the aim of identifying and evaluating innovative activities aimed at
developing listening skills in the English language teaching-learning process conducted on
different dates, reflected aspects where both strengths and areas for improvement identified during
the study stand out.
During the initial observation, conducted on January 4, 2024, it was evident that the teacher
deploys a repertoire of novel and creative activities in her teaching, which is reflected in the high
level of participation and interest demonstrated by the students. It is crucial to highlight that these
meticulously designed activities are carefully tailored to the cognitive and linguistic development
level of the students, ensuring effective understanding of concepts and the promotion of
meaningful learning. Additionally, a specific focus on the development of listening skills through
these activities was observed, indicating a solid pedagogical foundation and a commitment to
established learning objectives.
Table 1. First Observation Checklist
Activity:
Yes
No
1. Does the teacher use innovative activities to develop listening skills in
English language teaching and learning?
✔
2. Are the activities appropriate for the students' developmental level?
✔
3. Are these activities motivating and engaging for the students?
✔
4. Are activities used that allow students to enhance their understanding of
ideas and concepts in English through technology?
✔
5. Does the teacher conduct activities that enable students to improve their
basic listening comprehension skills, such as identifying sounds, words,
and phrases in English?
✔
6. Does the teacher provide adequate feedback to students on their
performance in English listening comprehension activities?
✔
7. Does the teacher apply activities that enable students to enhance their
listening comprehension in the English language?
✔
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Student participation:
8. Do students actively participate in the activities?
✔
9. Do students show interest and engagement in English listening
activities?
✔
Effectiveness of Activities
10. Were these implemented activities considered motivating and effective
for students to develop their listening skills in English?
✔
11. Has there been an improvement in students' listening skills after
completing these activities?
✔
12. Did the observed activities encourage students to actively improve their
listening comprehension in the English language?
✔
In contrast, the second observation, conducted on January 9, 2024, revealed a certain lack of
variety in the pedagogical practices implemented by the teacher. Although the implementation of
innovative activities was maintained, there was a recurrence in the same strategies, which could
lead to a decrease in motivation and long-term commitment from the students. However, the
suitability of these activities to the students' level and their ability to promote the development of
listening skills in English was reaffirmed.
Table 2. Second Observation Checklist
Yes
No
✔
✔
✔
✔
✔
✔
✔
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✔
✔
✔
✔
✔
The observation sheet results suggest that the teacher demonstrates a commitment to pedagogical
excellence by implementing strategies that promote meaningful learning and the comprehensive
development of listening skills in students. However, it is noted the importance of diversifying
pedagogical practices to maintain the same level of interest and motivation among students in the
long term. These findings align with existing literature emphasizing the need for dynamic and
varied teaching to maximize language learning and foster active student participation in the
educational process.
Teacher’s interview
Regarding the interview, the analysis of the results derived from the interview conducted with the
teacher, focused on her experience and perceptions regarding the implementation of innovative
activities to enhance listening skills in the English language teaching-learning process, not only
complements but also enriches the data collected through previous observations. This allows for
a more comprehensive and contextualized understanding of the effectiveness and inherent
challenges of these pedagogical practices. Table 3 presents the main aspects identified during this
activity.
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Table 3. Main findings from the interview
Aspect
Effective Tools
Interactive games and sound sorting activities.
Use of
Technology
Audio and video streaming platforms to access authentic materials
such as audios and podcasts from native speakers.
Challenges
Limited availability of technological resources and internet access.
Variety of accents and speeds in auditory materials.
Adaptive
Approach
Initial assessment of each student's auditory skills and adaptation of
content and activities accordingly.
Participation
Selection of relevant and engaging activities for students to foster
their commitment and motivation, as well as to develop practical
communication skills.
The teacher highlights the use of interactive games and sound classification activities as effective
tools to help students identify and differentiate English sounds. Additionally, the use of
technology, such as audio and video streaming platforms, expands access to authentic and
enriching materials, such as audios and podcasts from native speakers. This practice not only
provides a more authentic language exposure but also allows students to become familiar with a
variety of accents and speech styles, better preparing them for communication in real-life
situations.
However, the teacher also acknowledges significant challenges associated with the
implementation of these innovative activities. Limited availability of technological resources in
the educational institution and lack of internet access can hinder the effectiveness of these
practices, especially for students who do not have access to technology at home. Additionally, the
variety of accents and speeds present in audio materials can be overwhelming for some students,
potentially affecting their motivation and engagement with learning.
To address these difficulties, the teacher adopts an individualized and adaptive approach,
conducting an initial diagnosis of each student's listening skills and adjusting the content and
activities accordingly. This student-centered approach is crucial to ensure that each student's
individual needs are effectively addressed, thus promoting meaningful and sustainable learning.
Furthermore, the teacher actively promotes student participation in the learning process by
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selecting activities that are relevant and engaging to them. This strategy not only fosters greater
student engagement and motivation but also allows them to develop practical communicative
skills relevant to their everyday lives.
DISCUSSION
The results obtained from the observations and the interview with the teacher provide a
comprehensive insight into the effectiveness and challenges associated with the implementation
of innovative activities for the development of listening skills in the English language teaching-
learning process. These results align with existing literature on the importance of adopting
creative pedagogical approaches tailored to the students' level to foster meaningful learning
(Gómez, Molano & Rodríguez, 2015).
In the first observation, a high level of student participation and interest was observed, suggesting
that the implemented activities were motivating and effective in improving English listening
comprehension. This finding supports pedagogical theory that emphasizes the importance of
appropriate and engaging activities for meaningful learning (Vygotsky, 1978). Additionally,
adapting activities to the students' cognitive and linguistic development level demonstrates a
commitment to established learning objectives and supports literature highlighting the importance
of considering individual student characteristics in activity design (Cubillo, et al., 2005; Richards
& Rodgers, 2001).
However, the second observation revealed a certain lack of variety in the implemented
pedagogical practices, which could affect students' long-term motivation and commitment. This
finding emphasizes the importance of dynamic and varied teaching to maintain students' interest
(Guzmán & Zambrano, 2017). The recurrence of the same strategies highlights the need to
diversify pedagogical practices to sustain students' motivation over time.
The interview with the teacher complements these findings by highlighting the effectiveness of
tools such as interactive games and sound classification activities in enhancing students' listening
skills. This is supported by pedagogical theory suggesting that learning through play can be highly
motivating and effective (Vygotsky, 1978). Additionally, the use of technology, such as audio
and video streaming platforms, expands access to authentic and enriching materials, better
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preparing students for communication in real-life situations.
However, the interview also identifies significant challenges associated with the implementation
of these innovative activities, such as limited availability of technological resources and the
variety of accents and speeds present in audio materials. These challenges underscore the
importance of addressing limitations and adapting activities to students' individual needs to ensure
meaningful and sustainable learning (Richards & Rodgers, 2001).
In summary, the results obtained from the observations and the interview underscore the
importance of innovative activities for developing listening skills in the English language
teaching-learning process. While these activities prove to be effective in enhancing students'
listening comprehension, it is essential to diversify pedagogical practices and address the
challenges associated with their implementation to maintain a high level of motivation and
commitment in the long term. These findings have significant implications for educational
practice and suggest important areas for future research in this field.
CONCLUSIONS
Through the research, the crucial importance of merging pedagogical theory with innovative
practice to enhance the development of listening skills in English learning is revealed. The
synergy between playful approach and the use of educational technology not only serves as a
vehicle for student motivation and engagement but also emerges as a bridge to linguistic
authenticity, vital for communication in real contexts. However, the existence of challenges such
as the digital divide and accent diversity underscores the need to address these disparities to ensure
equity in access and effectiveness of these innovative practices. In this regard, the development
of more inclusive and adaptive strategies that consider the diverse needs and contexts of students
is relevant.
Furthermore, it opens the door to a deeper reflection on the role of the teacher as a facilitator of
meaningful learning. The adoption of a student-centered approach, combined with the selection
of relevant and engaging activities, emerges as a key factor in stimulating student engagement
and motivation, as well as cultivating practical communicative skills relevant to their everyday
lives. However, questions persist about how to adapt these practices to less privileged educational
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environments and how to further enhance student participation in the learning process. Thus,
interdisciplinary collaboration and exploration of more holistic approaches could provide new
perspectives and innovative solutions to address these outstanding challenges, paving the way for
a more inclusive, dynamic, and sustainable learning environment in the context of teaching
English as a foreign language.
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