Classroom-based Strategies on Improving Speaking and Listening Skills through the Voices of Japanese Learners

Andrew Leichsenring

Learner perceptions and experiences can aid in the conceptualization of how and why learners use and prefer particular language learning strategies and language use when developing language skills. This pilot study explored the opinions and experiences of twenty-five Japanese university students on factors that improved their speaking and listening skills through their reflections on three years of study in an English language program. The learners indicated that opportunities to skills speak English in class, a variety of activities and the socializing effect of speaking to others in class were significant factors that helped to improve their speaking. Listening skill improvements were perceived by the learners to result mainly from listening to Teacher Talk studying for the Test of English for International Communication (TOEIC) in class and listening to other learners speak English in class. Findings from this research indicate that learner perceptions on language skill development can be a valuable resource that teachers can utilize when they are designing and implementing speaking and listening activities.

The Center for ELF Journal

Tamagawa University

3

11

20

21890463

21890463

https://doi.org/10.5281/zenodo.20326566

http://www.tamagawa.ac.jp/celf/research/pdf/celf_journal_final3.pdf

0000-0003-3817-7795