The importance of integrating Digital Language Learning system in the Listening classroom

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The importance of integrating Digital Language Learning system in the Listening classroom

https://doi.org/10.21203/rs.3.rs-1744828/v1

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Listening comprehension is crucial to language learning for learners. There is no doubt that student who can apply their listening skills enable to their language proficiency on other too. Because of the instructors deeply stay on other language skills, students lag their skills to listening, and decide as it was simple to understand it. However, different supportive strategies to listening skills such Digital Language Learning System installation for EFL students have several lots of purposes as it helps both instructors and students of the language. The application of using Digital Language Learning System helps the students to learn through self-study, demonstration, listening audio materials and develop their language proficiency. The intended uses Digital Language Learning in the English classroom have been considered as the major resource to develop students’ language skills among the students. However, the pedagogy of preparing the lesson plan to teach English listening skills in the daily classroom is nearly neglected one. There is a complacency that having the skills of speaking, writing, and reading in EFL Class able to make us satisfied. To this end, FL English language instructors ignore listening skills since they are not avail themselves in trying to teach this skill in their lesson to make students acquire the target language.

listening

Digital Language Learning

engagement

EFL

audio

Listening comprehension is important in foreign language instruction especially for young students. The use of digital resources and research into additional linguistic areas could help to further establish the link between an ICT-rich environment and improved language learning (Ramírez & Alonso, 2007). Additionally, if well-chosen and managed, technology gives additional ways to learn as well as to show demonstration (Van Scoter, Ellis & Railsback, 2001).

Comprehending what you're hearing has a lengthy and tumultuous history (Jones, 2008) .To this point, scholars put forward a strategic solution for learning and teaching. For example, Roby (2013) suggested that language laboratories epitomize the single biggest deal and installment of audio resources in education.

Academic scholars describe the importance of listening in different perspectives in the development of the communicative and cognitive skills in which the listening did not start to take its place in language teaching curriculum for long years. However, according to Yıldırım (2016), with the attention given in communication in language teaching, listening started to take its long deserved place in language curricula. Furthermore, Vandergrift (2007), pointed that the method of modification in wants additional examine reflection with in-depth thinks about that test more profound into the interaction of the forms.

Teachers have a great role in learning language. To this end, scholars pointed out their view in their research findings .For example, according to Stepp-Greany (2002) students believed instructors played an essential role and that their cultural understanding, listening and reading skills, and independent learning skills had improved, but they were split on the learning or interest merits of the particular components. In angle of the research results, this idea supported by McKinney & Visscher (2019) that teachers receive low guidance on the use of technologies that can support their own work for the reason they are attacked with information about technological innovation for their students.

The significance of listening has changed over the last years. Listening was once described because it was taken account the disregarded skill. Listening talents had been believed to be learnt routinely through the exercise of grammar, pronunciation and vocabulary. Therefore, it was improbable to ignore learning listening since listening was such a crucial part of our life(Hedge 2000).According to Rost (2016), academic listening is a type of listening that focuses on encountering, comprehending, learning, discussing, and remembering new ideas. For him, helping students become better academic listeners is a crucial element of language teaching, regardless of your teaching environment.

Technology, which has gradually pervaded every aspect of our lives, has had an impact on education. As a result, established educational techniques have failed to satisfy expectations (Kurt, Gunuç& Babacan, 2018).

Therefore, the scholar’s recommendations confirmed that if there are a range of these resources available to use in and out of the classroom, using Digital Language Learning in a foreign language classroom gives students a fantastic opportunity to enhance listening skill competency (Gunuç& Babacan, 2018).

Accordingly, this study aims to measure the importance of integrating Digital Language Learning system in listening skill classroom and to answer the following research questions:

✓ What are the importance of integrating Digital Language Learning system on students’ listening skills performance?

✓ How students feel towards the use of Digital Language Learning system to learn listening skill in EFL classroom?

Review of related literature

1. Language Skills

Listening and speaking are spoken languages. Listening is a first important step of language acquisition and giving attention by listening is an important way to get a good result in communication through learning more the pattern and framework for this language (Rintaningrum, 2018). As Díaz Topete (2020), understanding the value of Digital Competence is crucial and controlling digital technology is important because of its role as a societal force in today's world.

Language teaching has different strategies in class room. Separately, listening also prefers attention as the point of different academic scholars. For instance, according to Linse (2005), listening skills are taught as a basis for the development of other language abilities. Therefore, we must keep in mind that any type of listening comprehension activity must be well-guided and have defined objectives. However, Yusnida et al, (2017) mentioned that teaching ESL students to listen is a difficult task because teaching listening is not just about using the language laboratory as a medium, but also about understanding what the speaker is saying. EFL students, on the other hand, have little outside of the classroom exposure to the target language and little interaction with native speakers.

What kind of questions are raised by different researchers in today’s teaching Language skills? For example, as Renandya & Widodo (2016), the way English is taught and learned has changed as a result of the increased usage of digital technologies in the classroom. They mentioned that language learning is no longer restricted to the traditional classroom setting where the teacher and instructional materials are frequently the primary sources of language input and practice. Nonetheless, the learners can now immerse themselves in a rich and abundant target language input that is literally available 24 hours a day via the internet and to seek out more opportunities to put what they have learned into practice with other English speakers and learners from all over the world.

2. Benefits and impacts of Digital Language System in Language Learning

Learning to listen is a normal part of the learning process for people while learning a new language (Buck, 2001).Although the amount of listening input that a student needs to acquire a second language (L2) is undecided, it is well acknowledged that in order to learn a language, L2 learners require a substantial amount of understandable information (Rost, 2002).Second language learners are often confronted with a number of difficulties such as fast speech, and unknown vocabulary. This makes it difficult to know aural or hearing input. As a result, L2 learners require external assistance in order to improve their listening comprehension (Chang & Read, 2006).Therefore, the effectiveness of a digital conversion for classrooms, districts, and states is judged by how technology facilitates teaching and learning, not by the technology itself (McKnight, et al, .2016).

Listening is one of the most important skills in English language learning. Students often struggle with understanding due to instructors' focus on writing, reading, and vocabulary. This was why Gilakjani & Sabouri (2016) argued that many course texts do not include listening as an important ability, and most teachers do not emphasize it in their classes.

According to scholars in the field of language teaching, and learning, one of the reasons for the perception that listening is a skill that is often overlooked is language teachers' belief that the student acquires this skill automatically as she/he learns to speak the language (Saraswaty, 2018).In addition, listening skills usually take a long time to develop, with the learner experiencing a range of feelings from melancholy and frustration to exhilaration and pride. Teaching listening skills is one of the most difficult tasks that a teacher faces (Walker, 2014). Moreover, Brown (2016) claimed because of teacher less attention to approach to listening teaching, students were not served very well in getting questions beforehand. Furthermore, Nuthatch Afrin (2011) argued that due to insufficient logistic support from institutions and an improper syllabus, English language courses are completed without developing listening skills.

3. Digital Language Learning Technology and Listening comprehension

The increasing use of technology, notably from the Industrial Age to the present has brought the concept of "listening" into sharper foreground. For example, stethoscopes were created as a result of the awareness that the body could express illnesses through sound, and audiences had to learn to "listen" in silence during musical performances after nearly a century of socialization (Hendy 2013).

With regard to points to be considered concern on listening, with the introduction of audio recording and the telephone in the late nineteenth century, technology developed a "new style of hearing." (Gruba & Suvorov, 2020). Listening emerged as a distinct ability that required its own pedagogy and tools, and educators quickly began to emphasize the need of careful listening in mastering difficult subjects. Therefore, audio recordings were brought to classrooms around the turn of the twentieth century, and radio was soon widely used in educational contexts (Hendy 2013).

On the hand, other scholars describe the necessity of teaching listening using ICT equipment’s and different internet based web environment be able to spring students acquaintance to enthusiastic listening regularly, and consequently. For example, according to Peterson (2010), when learners have access to both real and EFL/ESL-specific websites, and become used to selecting listening materials, they are able to plan out their own use of web-based materials in their own time. This aids their development as competent listeners and self-directed learners.

However, Hiroyuki (2021) pointed that language learners depend on many factors to learn listening in which learners want to listen to alternative texts in order to increase listening skills. For him, Short phone conversation boxes, airport announcements, job instructions, voice, poetry, and songs are just a few examples. Meanwhile, HUSZTI (2013) more recommended teaching aids that a teacher uses in a class from Electronic such as Tape recorder, TV or video player, computer, CD Rom, language laboratory.

In addition to the above points, with regard to methods of teaching listening skills scholars recommended a number of strategies in their recent study. For example, according to Kavaliauskienė (2008) because of online audio publishing, a new technique to teaching listening skills has evolved specifically podcasting which becomes very noticeable since it provides extra listening practice for language learners both inside and outside of the classroom. Furthermore, academic scholars give recognition to the ways of teaching listening skills using technology based. Hence, Ramirez Verdugo, & Alonso Belmonte (2007) describe that teachers of second languages (L2) assign students to do audio, video, computer, or Internet-based listening exercises at home or in a lab location to assistance students better hear the complicated sounds, expressions and content of the target language and to improve their interpersonal communication skills.

Even though teaching language skills effectively is very recommended by scholars, the usage of a variety of technical instruments has a substantial impact on the language learning process in each area (Sharma, 2009) .This is why Akhdiyati 2018 described as performing the skills to deliver and understand the foreign language takes time and continuous process which should be taught ; it is not something that happens by itself.. Therefore, for him, one of the most important tasks is to provide a variety of technological aids

According to Nor(2014),listening can be taught using a variety of methods, including the use of a tape recorder, answering questions based on the text, rewriting songs, watching video movie clips or listening to a CD-ROM, listening to the radio and employing dictation, and so on. The teacher tries to utilize the best strategy to help the students comprehend their lesson better, and they can use it to improve other English abilities like speaking, reading, and writing. So, the availability of a wide range of technology has spawned a new generation of active language learners who own, personalize, and tailor technologies to their specific learning requirements (Conole, 2008).This means that according to Robin (2007), in teaching and learning listening comprehension, attention has shifted away from customized scripts and toward authentic audio and video with remediated tasks (pre- and post-script activities) rather than changing the media itself. Therefore, as Rubin (2007) the authentic materials, particularly if they contain a non-interactive flow of speech, such as radio, television, and movies, remain a problem especially in the early stages of language learning, despite the scaffolding as audio is too fast difficult to manage what were said or included in the speech.

4. The usage of Digital Language system and Teaching of L2 Listening

Using technology in language teaching can help both teachers and students. Therefore,language educators’ role is not only teaching also they should create good opportunity for their students because use of new technology in the long run tend to result in higher productivity (Warschauer, & Meskill,2000). According to Tanrikulu (2020) if compared to listening lessons taught with voice recordings, digital storytelling has a beneficial influence on the development of listening skills, positively improves learning, and increases student motivation.

In order to improve our students´ listening skills difficulty that they encounter to learn listening, prepare them to be effective listeners who can deal with a variety of situations such as the ICT (Information and Communication Technologies) have become an excellent help for both teachers and students (Gómez Martínez,2010).Therefore, according to Demir& Tavil(2021), to better understand the impact of using technology-based listening materials should be motivated on language learners, teachers, and organizations in general.

Language schools can use any of the digital language learning technology in a variety of ways. A school may decide to give students with mobile devices or applications to allow them to do more independent study outside of class time. This is why Thamarana (2016) argued as a computer technologies have been created to enhance education in recent years, notably as evaluation and communication tools.

The primary goal of increasing students' language skills is to make the language learning environment more conducive to their learning. When thinking about how technology can help with the curriculum, we should think about how it can help students, teachers, and the institution as a whole (Levy, 2010). Hence, supports a variety of skills, allowing kids to concentrate on one skill at a time, such as reading or listening is encouraged.

As Kim (2015), in Students' listening abilities improved dramatically after learning with films in the intermediate and advanced competence groups. In addition, the improvement in listening skills among intermediate and advanced students was much greater than that of the low proficiency group. In terms of how students feel about using video resources to improve their English listening skills.

5. Technology for L2 Listening Assessment

The use of multimedia in listening instruments is intended to aid L2 learners in understanding L2 in a real-world setting (Sejdiu, 2017).Therefore, specific parts of the L2 listening process are being given extra emphasis which would eventually lead to a boost in students' listening skills. Any L2 program should contain L2 listening comprehension to answer the question what necessary training for teaching listening should consist of (Blasco Mayor, 2009).

Buck (2001) confirmed that one of the least understood, least studied, and yet most significant aspects of language testing and assessment is the examination of listening ability. However, giving attention to assessing listening skills is crucial because the potential wash back has outcome onto classroom performs.

A number of academic researchers have discovered that high-quality digital resources, context design, and appropriate approaches for learning, as well as adequate and efficient student tutoring, are critical factors (Pareja-Lora, .et al, 2016).Additionally, in today's world, language teachers are expected to know how to incorporate technology into their classes, as well as how to help students use resources like media and the internet to better their learning of all four skills(Richards, 2015).

Introduction

Starting attempts to the research

To start the research, I have used the stepping stone ideas of different research view from few academic research especially in teaching language skills. Therefore, the researcher prepared the necessary equipment for teaching listening as much as possible ,and tried his best to fill the research gap through the questionnaire ,interview for cluster instructor(in case those who repeatedly teaches the course),and undescribed lists observation checklist so as to strength data for the data. These points were described as follows:

3.1 Research Design

In this study, the researcher used semi-structured questionnaires for students. Again, to have additional information, deep interview was held with selected English teachers regarding to use Digital Language System as the ways of teaching support in the specified language laboratory. In line with this, semi-structured questionnaires were designed for learners whereas focus group interviews were prepared for English teachers especially who have taught the course repeatedly. The interviewed instructors were also given their own suggestion to use the digital language system as a note form in addition to their oral response. Digital Language System installation in addition to their regular class without laboratory in education, digital exam preparation on listening from passage which forwarded for students in different strategies.

3.2 Population

It is unlikely that the researcher will be able to collect data from all situations in order to answer the research questions. Hence, there is a requirement to choose a sample (Taherdoost, 2016).However, the population of this study was seventy three students from the department of English language major attendants.

3.3 Sample and sampling procedure

The participants in this study were 73 students attending an English language laboratory listening course. The participants were students from those who were completing second year in the bachelor’s degree BA in English Language and Literature in the year 2019, 2020, &2021 consecutively. Out of 73 students, 34 were female and 39 were male. Recognizing the need for improving its standard of students’ listening skills, the university provides a compulsory language laboratory equipment (image attached to the appendix) for enhancing the listening skills of language students. This research was carried out as part of the students' practical laboratory course on listening skills.

3.4 Data collection tools

3.4.1 Questionnaire

In this study, structured and semi-structured questionnaire was designed to get further information revolve around listening skills integration with the advanced technology such Digital Language System.

3.4.2 Interview

The researcher used deep interview with English Language teachers .The interview was done based on the teachers who have repetitively teach listening skills since the instructors are many in number where the study collected.

3.5 Data Analysis

In this study, the data analysis, the qualitative and quantitative analyses were used. The quantitative data were analyzed by the help of descriptive and inferential statistics. In addition, in order to make the collected data effective and efficient regarding the importance of integrating digital language system in teaching, students were allowed to practice the function of the equipment’s listed in the laboratory. The students were engaged in working with the materials with the help of the laboratory technician .This may take 14-21 days or 3 weeks which will be counted 5-10 hours contact to master the usage of the equipment’s and adjusting their time with their next respective instructor. In addition to software uploaded on the computer, sources from different English teacher and online updated teaching materials were collected and saved in the master console which was managed by the individual teacher or laboratory technician. In line with these, the students were filled the questionnaire and few instructors who had repeatedly taught the course were interviewed. Therefore, the table below shows the respective students respondents supporting with literature review written by scholars. The short forms of the respondents’ value given were written in the table as follows:

Strongly Agree(5),Agree(4),Undecided(3),Disagree(1),Strongly Disagree(1), Frequency(F) and Percentage(%)

3.6 Reliability and validity

The interview technique and questionnaire items were evaluated to ensure the validity of the study tools and approved by the Department of English Language and Literature at the University of Bule Hora College of Social Sciences and Humanities (CSSH). These tools were modified in response to their comments and acceptance. The term "reliability" refers to the data's stability and consistency.

3.7 Ethical issues

With regard to the work of the present study, the manuscript was not be submitted to more than one journal for simultaneous consideration. I addition, there were no data, text, or theories by others are presented as if they were the author’s own rather than I acknowledge them in the references .Furthermore, I used the paraphrased style.

Table 1: The effect of a Digital Language Learning approach on students’ listening skills development

No	Statements		Responses					Total	Mean
No	Statements		5	4	3	2	1	Total	Mean
1	I fully understand Digital Language system-assisted foreign language teaching	F	5	11	0	49	8	73	2.4
1		%	6.85	15	0	67.2	10.95	10	2.4
2	Digital Language system-assisted foreign language teaching is less helpful to my English listening comprehension than what my teacher has taught me in face to face classroom	F	0	0	0	36	37	73	1.5
2		%	0	0	0	49.3	50	100	1.5
3	I believe that the traditional ways of learning listening without technological aid can no longer meet the teaching needs	F	0	7	0	28	38	73	1.7
3		%	0	9.5	0	38.35	52.1	100	1.7
4	I easily access to use the Digital language system with the related advanced equipment while my teachers orders me to do so the activities through using the audio listening	F	13	7	0	44	9	73	2.6
4		%	17.8	9.5	0	60.3	12.4	100	2.6
5	I hardly manage my time properly while doing exercises with the Digital language system	F	0	0	0	56	17	73	1.8
5		%	0	0	0	76.7	23.3	100	1.8
6	I find the Digital language system makes my listening skills difficult to perform	F	19	2	0	40	12	73	2.7
6		%	26	2.8	0	54.8	16.4	100	2.7
Grand mean									2.1

In table1with regard to the effect of a Digital Language Learning approach on students’ listening skills development, majority of the respondents 56(76.7%) replied that Students’ less understanding of Digital Language system-assisted teaching affected EFL learners’ listening skills. It can be described that the major problems in listening skills classroom was students’ less understanding amid Digital Language system-assisted in teaching. As Prensky (2001) explains designing Digital approaches to teaching language at the required levels is mandatory with the inclusion of our students. In doing so, we must rethink both our methods and our content.

Table 2: Enhancing listening ability through Digital Language system-assisted teaching

No	Statements		Responses					Total	Mean
No	Statements		5	4	3	2	1	Total	Mean
1	The students are always enhanced by the teacher with different digital learning tools to increase listening performance	F	8	12	5	18	30	73	2
1		%	10.95	16.4	6.85	24.7	41.1	100	2
2	I have gotten chance to be helped in using technological advancement during elementary in increasing my listening performance	F	12	11	8	8	34	73	2.3
2		%	16.4	15	10.95	10.95	46.7	100	2.3
3	My teacher enhances me in identifying words difficult to understand during the pronunciation to the native speaker while learning listening through the help of digital ways	F	0	17	20	36	0	73	2.6
3		%	0	923.3	27.4	49.3	0	100	2.6
4	My teacher support me to know how to create, communicate, and share digital content with modern equipment’s of teaching listening	F	7	14	5	30	9	73	2.5
4		%	9.5	19.2	6.9	41.1	17	100	2.5
5	I always get listening skills resources to take home from my teacher with audio, and video for further help	F	0	11	0	44	18	73	2
5		%	0	15	0	60.3	24.7	100	2
Grand mean									2.3

As disclosed in table 2, 60.3% of the participants responded that there were less enhancement of listening ability through Digital Language system-assisted teaching of the EFL learners listening skills. Concerning this, getting listening skills resources with Digital Language system assisted was the major issue for EFL classroom; teachers should integrate variety of different opportunity for their students based on the existing practices (Nim Park& Son, 2009).

Table 3: Students’ less exposure to different learning listening skills strategies which cause their low level listening ability

No	Statements		Responses					Total	Mean
No	Statements		5	4	3	2	1	Total	Mean
1	I realize that the listening materials I have at hand do not make me have better practice	F	10	9	0	32	22	73	2.4
1		%	13.7	12.3	0	43.8	30.2	100	2.4
2	I have experiences of learning with real language environment such as using language laboratory that has audio, video, listening equipment, etc.	F	0	0	0	65	8	73	2
2		%	0	0	0	89.05	10.95	100	2
3	I noticed when my teacher uses different teaching aid regarding teaching listening skills in classroom.	F	11	14	0	14	34	73	2.4
3		%	15	19.2	0	19.2	46.6	100	2.4
4	My teachers always gives priority for listening lesson so as to run the communication using only in English	F	8	8	0	40	17	73	1.9
4		%	10.95	10.95	0	54.8	23.3	100	1.9
5	I notice when my English teacher plays a role model in scaffolding their instructions in their learning-teaching methods	F	9	11	0	24	29	73	2.3
5		%	12.4	15	0	32.9	39.7	100	2.3
6	While learning with digital language system I easily control over the speed at which speakers speak	F	6	5	0	29	33	73	1.93
6		%	8.2	6.9	0	39.7	45.2	100	1.93
7	I have concentration to catch the word from a connected speech such as a dialogue.	F	9	13	0	24	27	73	2.4
7			12.4	17.8	0	32.9	36.9	100	2.4
Grand mean									2.2

As disclosed in table 3, majority or 89.05% the respondents agreed that the causes of their low level listening ability were lack of different exposure to learning listening skills such as less experiences of learning with real language environment such as using language laboratory that has audio, video, listening equipment, etc. This signposted that access of failing arranging learning strategies across the language skills were the major difficulties that affects the learners’ listening skills.

According to Diekema (2012),even though having technological based advancement exposure requires collaborative effort, making language learning resources available is crucial to overcome language across learning barriers (Diekema, 2012).

In addition to students’ questionnaires, the result from teacher interview revealed that the use of such Digital Language System is helpful for students to increase the way they want to attend their EFL classroom. They are eager to attend the lab while they are told to do .In addition, the instructors would be beneficiary from using the technology with our learners.

This is why using Digitalized ways of teaching has a number advantages according to scholars’ point of view. For instance as Kostikova, et al.(2021),the use digital teaching technology leads academic member to owe as well as separate teaching-learning process ,to do testing, to help students’ self-control, visually represent educational data; model and simulate the processes and phenomena under investigation, to develop the ability to make the best judgment possible in a variety of scenarios, to cultivate a particular way of thinking, to increase the desire to learn; to cultivate a culture of mental activity, etc. For this reason, the use of educational Internet technology in the classroom broadens teachers' options for selecting learning materials and modes of educational activity, making classrooms more vibrant, informative, and emotionally engaging.

The findings of the paper showed that learners' listening abilities were harmed by students' lack of understanding of Digital Language System-assisted teaching.Additonally, the main issue in the listening skills classroom was students' lack of understanding in the context of a Digital Language system-assisted education. Furthermore, there were less enhancement of listening ability through Digital Language system-assisted teaching of the EFL learners listening skills. On the hand, the findings confirmed that the causes of their low level listening ability were lack of different exposure to learning listening skills such as less experiences of learning with real language environment such as using language laboratory that has audio, video, listening equipment. Finally, EFL students, with the help of Digital language system, calm with audio, video, comprehension passage, YouTube, visual texts, and different aural are to be strengthened. In line to this, integrating digital language system assisted to the daily classroom teaching shall move forwards and encourage students’ language skills performance.

The current study might help as E-learning methodologies and good practices for English Language instructors. It was an interesting findings. Even though the contents of the current study is not too long, it will be enlarged to different project by experienced researchers in the future. Furthermore, academic works, educators, and teachers might use in their daily lesson plan especially if their organization has a laboratory equipment with regard to language teaching.

I declare that this paper has been composed solely by myself and that it has not been submitted elsewhere.

Author contributions

I the author of this paper, conducting this study so as to make a designed manuscript. I have done this manuscript starting from 2020 up to the final work of the study in the academic year of 2022. I did it through inters tang energetic ways to increase my future academic work as little contributions with regard to few of the language skills in technological advancement. Hence, the outcome of this work might be stepping stone for English teacher in time of their lesson plan to their daily activities.

Data availability

The data sets analyzed during the current investigation are available upon reasonable request from the corresponding author.

Ethics approval

Not applicable because this a study was granted exemption from requiring ethics approval. The researcher developed the study from his teaching experiences and well-articulated ways of using information based on the smooth relationship he has with the organization’s community.

Consent to participate

Informed consent was obtained from all individual participants for whom identifying information is included in this article from all individual participants included in the study

Competing interests

The author declares no competing interests.

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No competing interests reported.

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The importance of integrating Digital Language Learning system in the Listening classroom

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Abstract

1. Introduction

2 Research Questions

3 Methodology

4 The Results And Discussion

5 Conclusion

6 Future Consideration

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References

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