1

Maló Carlitos Namige

A PROPOSAL FOR AN EFFECTIVE TEACHING OF LISTENING SKILLS

THROUGH INFORMATION AND COMMUNICATION TECHNOLOGIES. A
CASE STUDY OF ESCOLA SECUNDÁRIA DE KUPHÉ, 12th GRADE.
(Licenciatura em Ensino de Inglês)

Universidade Rovuma
Nampula
2022
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Maló Carlitos Namige

A proposal for an effective teaching of listening skills through Information and

Communication Technologies.
A proposal to be submitted to the
Department of Letters and Social Sciences,
in partial fulfilment of the subject Conclusão
do Curso.

Lecturer: Bernabé Cachele, MA & MBA

Universidade Rovuma
Nampula
2022
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CONTENTS PAGE
CHAPTER I: INTRODUCTION ............................................................................................... 5
1. Background information ................................................................................................. 5
1.2. Topic statement ........................................................................................................... 5
1.3. Statement of the problem ............................................................................................ 6
1.4. Research objectives ......................................................................................................... 7
1.4.1. General objective ..................................................................................................... 7
1.4.2. Specific objectives ................................................................................................... 7
1.5. Research questions ...................................................................................................... 7
1.6. Research hypothesis .................................................................................................... 8
1.7. Relevance of the study ................................................................................................ 8
1.8. Rationale...................................................................................................................... 9
1.9. Scope and limitation .................................................................................................... 9
CHAPTER II: REVIEW OF THE LITERATURE ................................................................. 10
1. Definition of language .................................................................................................. 10
1.2. Language skills .......................................................................................................... 10
1.2.1. Classification of Language Skills .......................................................................... 11
1.3. Definitions of Listening skills ................................................................................... 11
1.3.1. Different kinds of listening .................................................................................... 11
1.3.2. Intensive vs extensive listening ............................................................................. 11
1.3.3. Benefits of Extensive Listening ............................................................................. 12
2. The teaching of listening .................................................................................................. 12
2.1. Listening as Comprehension ..................................................................................... 13
2.1.1. Understanding spoken discourse: bottom-up and top-down processing............ 13
2.2. Reasons for Teaching listening ................................................................................. 13
2.3. Listening principles ................................................................................................... 14
3. Information and communication technologies (ICT) in language teaching ..................... 15
3.1. Historical Background............................................................................................... 15
3.2. Pedagogical Implications of Information and communication Technology ............. 16
3.2.1. The role of technology in teaching listening ......................................................... 16
3.2.2. Using technology in the classroom:....................................................................... 16
3.2.3. Various ICT tools used for developing listening comprehension ......................... 18
STRUCTURE OF THE STUDY ............................................................................................. 22
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CHAPTER III: RESEARCH DESIGN AND METHODOLOGY .......................................... 23

1. Philosophical paradigm ................................................................................................. 23
1.1. Interpretative paradigm ............................................................................................. 23
1.2. Research design ......................................................................................................... 24
1.2.1. Explanatory research design .................................................................................. 24
1.2.2. Study site ............................................................................................................... 24
1.3. Research approach..................................................................................................... 24
1.3.1. Qualitative research ............................................................................................... 24
1.4. Research method ....................................................................................................... 25
1.4.1. Case study .............................................................................................................. 25
2. DATA NEEDS, TYPES AND SOURCES ...................................................................... 25
2.1. Types of data ............................................................................................................. 26
2.1.1. Primary data ........................................................................................................... 26
3. POPULATION, SAMPLING PROCEDURE AND DATA COLLECTION .................. 27
3.1. Population.................................................................................................................. 27
3.2. Sampling procedure................................................................................................... 27
3.3. Data collection........................................................................................................... 27
3.4. Instruments of data collection ................................................................................... 27
REFERENCES ........................................................................................................................ 28
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CHAPTER I: INTRODUCTION
1. Background information

In the present age of sciences and technology, the process of teaching and learning also depends
on the latest technology. Teaching becomes interesting when a teacher uses different teaching
materials because it directly involves student in the teaching- learning process.

In this globalization era, English, as the world language for international communication and
science, is used for communication in many countries.
MESKIL (1996), understands that English as an international language is used to communicate,
to strengthen and to fasten relationship among all countries in the world in all fields, for
example in tourism, business, science, technology, and so forth.
For more than six decades now, research and practice in English language teaching has
identified the ‘four skills’-listening, speaking, reading and writing as of paramount importance,
(BROWN, 2007).
Listening is a concept that is both complicated and hard to be analysed. It means that it is
difficult to make a clear and quick definition of listening. However, it can be referred as one
of the four key skills through which a language is taught and it is one of the two language skills
that is employed when communicating orally.

HOLDEN (2008), claims that “listening as a pedagogical term refers to ‘speech recognition,
speech perception, speech understanding and spoken language understanding”.
Moreover, listening is a very active process means that when we listen not only, we deal with
what we listen or hear but also, we combine it with other information that are already familiar.
As a consequence, by means of this active process, we create the meaning by integrating what
we hear or experience with the data in our minds.
It is a fact that listening is highly necessary in language learning in that it supplies the learner
with the required input and learners can’t acquire anything without the comprehension of the
specific input.

1.2. Topic statement

The present research is entitled as A proposal for an effective teaching of Listening skills
through Information and Communication Technologies. It is an attempt to find out the best
methods and techniques to teach effectively listening skills 12th grade students at Escola
Secundária de Kuphé, through information technologies, such as audio-visual technologies.
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The students face great problems in listening, though they have been submitted to a compulsory
curriculum subject since grade 6 at primary school.

1.3. Statement of the problem

The problem under study was noticed at Escola Secundária de Kuphé, located in Chiúre district,
Cabo Delgado province. It is the school where the researcher did his last two grades, 11th and
12th respectively.

The problem was detected through a direct observation of English lessons at that particular
school, in 2021.

Therefore, during the observation taken by the researcher, it was detected a lack of mastery of
the language skills, specifically listening skills. Grade 12 students, at that school don’t have a
mastery of the listening skills, due to fact that teachers relay on their voice projection only,
which most of the time isn’t projected enough for students to hear clearly. However, teachers
of English language at that particular school, claim that it is the best way to help students master
the listening skills. The teachers, seem not be creative enough in order to look for different
ways, such as using information technology to address effectively the listening skills to
students. They mostly seem to have forgotten that their English pronunciation is affected by
many aspects, such as cultural, geographical, and L1 interferences on the target language.

As a consequence, students face problems in writing, mainly when it comes to dictation.

Sometimes in speaking too, because it is factual that if one can’t listen and understand what
some else said, obviously they won’t reply any word. Not only that, but also students have such
great listening problems when they come across with different English fluent speakers. Due to
this fact, students’ do not develop confidence in learning the English language and fail to
achieve the four language skills, as a result, they lack of communicative competence.

It is factual that English language varies as a consequence of different geographical, cultural

and language interference factors. However, teachers of English language at that school, aren’t
worried about the lack of mastery of the listening skill of their students, which affects
negatively other students’ learning skills, such as speaking, and writing.
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1.4. Research objectives

They relate to the global view of the topic (goal general) and with practical procedures
(objectives specific). Indicate what we intend to know, or measure, or prove in the course of
the research, that is, the goals that we want to achieve. The formulation of objectives becomes
more precise when use a verb in the infinitive, which describes the action. Thus, we eliminate
vague or ambiguous interpretations, (PADRONOV & FREITAS, 2013).
This research is divided into two types of objectives, namely:

1.4.1. General objective

According to LAKATOS, (2003:219), “the general objective is linked to a global and
comprehensive view of the topic. Relates to content intrinsic, whether of the phenomena and
events, or of the ideas studied. link directly to the very meaning of the thesis proposed by the
project”.
Therefore, the major goal of this research proposal is to describe why English language teachers
at Escola Secundária de Kuphé fail to teach effectively listening skills to 12th grade students,
and suggest the best methods to overcome the teaching problem utilizing qualitative approach.

1.4.2. Specific objectives

LAKATOS, (2003:219) states that “specific objectives have a more concrete character. They
have an intermediate and instrumental function, allowing, on the one hand, achieving the
general objective and, on the other hand, applying it to particular situations”.
Therefore, the specific objectives of this research are:

i. Identify the main reasons behind the failure in teaching effectively the listening skills
to grade 12 students at that particular school.
ii. Analyse the causes that influence on the failure in teaching effectively the listening
skills.
iii. Describe the teaching aids that can be used in ELT classrooms to minimize the lack of
listening skill mastery.
iv. Propose what teaching aids-based information technologies are effective for the
teaching of listening skills and how to implement them.

1.5. Research questions

i. How do teachers of English language at Escola Secundária de Kuphé teach listening
skills to grade 12 students?
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ii. What makes them fail to achieve successfully the goal of teaching listening skill at
Escola Secundária de Kuphé?
iii. What are the teaching techniques do English language teachers use to teach
listening skill successfully at Escola Secundária de Kuphé?
1.6. Research hypothesis

i. Perhaps there are no failures in the teaching of listening skills to grade 12 students
at Escola Secundária de Kuphé.
ii. Maybe the teachers at Escola Secundária de Kuphé, aren’t aware of the use of ITs
to teach language skills, like listening in class.
iii. Supposedly the English language teachers at Escola Secundária de Kuphé, don’t
master different teaching techniques to handle the situation efficiently.

1.7. Relevance of the study

This proposal is worthy of attention because it will play an importance role in the teaching
process as it will address different sources to overcome the failure of a successful delivery of
listening skills to 12th grade students. Not only at Escola Secundária de Kuphé, but also in many
schools.

It cannot be denied that the development of technology has made the great impact to teaching
listening. Every language teacher has realized that teaching listening needs materials and media
that cannot be separated from technology. Teaching listening needs audio materials of native
speakers for learning activities inside the classroom or for students’ practices outside the
classroom. In this sense, this study carries many advantages for both teachers and students.
And not only them, but also for the future researchers in the teaching listening through
Information Technologies.

For the teachers, the results of this research are expected to be the model of teaching listening
skills. Teachers could apply this teaching model in their English language classroom. The
expected results of this research, will help enrich the teachers’ knowledge about the meaning
of teaching listening skills to their students. It can also be used as one of the references in
applying the teaching method in class to achieve satisfactory results in the teaching of listening
skills.
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However, for the students, the results of this research will help them in a multiple way, such
as, verbal competence, listening competence, all of which are useful for their preparation to get
a higher education level. Finally, it will help the students understand more about the meaning
of mastering listening skills through the use of technology based listening material in the
classroom.

1.8. Rationale
Listening can be daunting for most students because they need to be able to listen to different
things in different ways for dissimilar purposes (seeking specific information, general
understanding) in addition to recognizing paralinguistic clues. This is the first reason why this
research should be conducted in order to help teachers be familiar with the different
technology-based tools to teach listening effectively. The majority of Mozambican secondary
school students have such great difficulties in listening to an English speaker and understand
what they say.
Listening comprehension is essential to L2 learning. students who are able to demonstrate L2
listening skills are able to demonstrate proficiency in other language skills. Due to the relatively
unappreciated role of listening in language development, many Mozambican students don’t
master the listening skills.
Although listening comprehension is a fundamental skill in the process of acquiring a language,
it is deemed one of the hardest skills for learners to master. Additionally, learners may
experience some difficulty in exchanging information orally if they are not good at listening.
This is the second reason why this study is worth studying due to its importance in the language
teaching field.

1.9. Scope and limitation

Geographically, this research proposal will be undertaken at Escola Secundária de Kuphé. A
secondary school located in the district of Chiúre, southern Cabo Delgado Province. It is
expected to work with the direction of the school, all English language teachers at that school
and some students who will selected to take part in the research. This research is expected to
be ran in a period of four months. No constraints are expected to be faced during the run of the
research, as the researcher will act respectfully towards it.
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CHAPTER II: REVIEW OF THE LITERATURE

1. Definition of language

According to Bloch & Trager (1942: 5), quoted by LYONS (1981: 4) "A language is a system
of arbitrary vocal symbols by means of which a social group cooperates."
Sapir (1921; 21) asserts that "Language is purely human and noninstinctive method of
communicating ideas, emotions and desires by means of voluntarily produced symbols."
(LYONS, 1981:3).
However, LYONS (1981:3), criticizes Sapir's definition saying, “this definition suffers from
several defects. There is much that is communicated by language, which is not covered by any
of the terms 'idea', 'emotion', and 'desire'” - we do much more with language than
communicating ideas, emotions and desires.

From the definitions above, we can say that the term ‘language’ can be used to refer to a variety
of concepts / things, such as “the particular form of words and speech used by the people of a
country, area or social group”, or “the method of human communication using spoken or
written words”. In other words, we can talk about a specific language e.g. English, German,
Swahili and so forth.

1.2. Language skills

Language is essentially a skill. It is not a content-based subject like-Science, Social Studies,
Commerce, Mathematics, etc., which aim is to imparting information and fill the human mind
with knowledge. Since language is a skill, it naturally comes under psychomotor domain. A
skill may be called the ability to do something well. Swimming, playing, etc. are skills which
people perform after acquiring them. Knowing about these things is an intellectual exercise
(cognition) and using or doing them is a skill (action). Language is a complex skill involving
four sub-skills, such as speaking, writing, reading and listening. (ANDERSON, & LYNCH,
1998).
In language acquisition, there are four skills; speaking, listening, writing, reading. In language
acquisition of L1, the first developed skills tend to be speaking and listening, while, in L2,
these two have become difficult to learn (Rubin, 1990).
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1.2.1. Classification of Language Skills

The four and fundamental language skills, (Listening, Speaking, Reading and Writing) may be
further classified into two parts: Productive Skills (Active Skills) “speaking and writing” and
receptive skills (passive skills) “listening and reading”.

According to DUNKEL (1986), Speaking and writing are called productive skills because
while using these skills a learner/user is not only active but also produces sounds in speaking
and symbols (letters, etc.) in writing, on the other hand, listening and reading are considered
receptive skills because here a learner is generally passive and receives information either
through listening or reading.
1.3. Definitions of Listening skills
BROWN (2007), affirms: “listening competence is universally “larger” than speaking
competence”.
1.3.1. Different kinds of listening
According to HARMER, (2007:134), “a distinction can be drawn between intensive and
extensive listening. As with reading, the latter refers to listening which the students often do
away from the classroom, for pleasure or some other reason”.
We have said that our choice of language may depend upon the channel of communication. If
we examine this concept more fully, we can identify certain language skills that native speakers
and competent language users possess.
Literate people who use language have a number of different abilities. They will be able to
speak on the telephone, write letters, listen to the radio or read books. In other words, they
possess the four basic language skills of speaking, writing, listening and reading.
Speaking and writing involve language production and are therefore often referred to as

productive skills. Listening and reading, on the other hand, involve receiving messages and are
therefore often referred to as receptive skills. (HARMER, 2007).
1.3.2. Intensive vs extensive listening

i. Intensive listening

According to HARMER (2007:134), “intensive listening is different from extensive listening

in that students listen specifically in order to work on listening skills, and in order to study the
way in which English is spoken”. It usually takes place in classrooms or language laboratories,
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and typically occurs when teachers are present to guide students through any listening
difficulties, and point them to areas of interest.

ii. Extensive listening

WARING (2010), stated that in extensive listening, students often listen for pleasure. It
includes listening to a large amount of texts that learners can understand reasonably and
smoothly with a high level of comprehension. It is listening without being constrained by pre-
set questions or tasks, or listening at or below one’s comfortably fluent listening ability.
Extensive listening does not require listening for specific information, listening for the exact
words of a phrase or expression, or listening for details.
In extensive listening, learners may choose any listening sources and materials that they find
suitable for their English proficiency, are highly enjoyable for them, and not very difficult for
them to understand.

1.3.3. Benefits of Extensive Listening

In extensive listening, students are more engaged and highly motivated to learn because they
select their own listening materials. Moreover, the teacher can conduct extensive listening both
inside and outside the language classroom to enhance students’ listening skills. Extensive
listening is especially useful in EFL settings where teachers tend to pay more attention to
English grammar, reading, and vocabulary. Moreover, students become aware of their
responsibilities for their self-study and make their own decisions about their study. For
example, they have to think about the types of listening materials, including topics, length, and
difficulty, to listen to. Therefore, “extensive listening should not only foster the development
of learners’ listening skills, but also their ability to more consciously guide themselves in
independently learning a second language” (HOLDEN, 2008:310).

2. The teaching of listening

According to RICHARDS (2008:2), “the teaching of listening has attracted a greater level of
interest in recent years than it did in the past”. Now, university entrance exams, exit exams,
and other examinations often include a listening component, acknowledging that listening
skills are a core component of second-language proficiency, and also reflecting the assumption
that if listening isn’t tested, teachers won’t teach it.
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In recent years, listening has also been examined in relation not only to comprehension but also
to language learning. Since listening can provide much of the input and data that learners
receive in language learning. (ibid)
2.1. Listening as Comprehension
Listening as comprehension is the traditional way of thinking about the nature of listening.
Indeed, in most methodology manuals listening and listening comprehension are synonymous.
This view of listening is based on the assumption that the main function of listening in second
language learning is to facilitate understanding of spoken discourse, (RICHARDS, 2008:3).

2.1.1. Understanding spoken discourse: bottom-up and top-down processing

Two different kinds of processes are involved in understanding spoken discourse.

a) Bottom-up processing

According to RICHARDS (2008:4), “Bottom-up processing refers to using the incoming input
as the basis for understanding the message. Comprehension begins with the received data that
is analysed as successive levels of organization – sounds, words, clauses, sentences, texts –
until meaning is derived”. Comprehension is viewed as a process of decoding.

a) Top-down processing

Top-down processing, on the other hand, refers to the use of background knowledge in
understanding the meaning of a message. Whereas bottom-up processing goes from language
to meaning, top-down processing goes from meaning to language. The background knowledge
required for top-down processing may be previous knowledge about the topic of discourse,
situational or contextual knowledge, or knowledge in the form of “schemata” or “scripts” –
plans about the overall structure of events and the relationships between them. (RICHARDS,
2008:7).

2.2. Reasons for Teaching listening

Most students want to be able to understand what people are saying to them in English, either
face-to-face, on TV or on the radio, in theatres and cinemas, or on tape, CDs or other recorded
media. Listening is good for our students’ pronunciation, too, in that the more they hear and
understand English being spoken, the more they absorb appropriate pitch and intonation, stress
and the sounds of both individual words and those which blend together in connected speech.
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Listening texts are good pronunciation models, in other words, and the more students listen,
the better they get, not only at understanding speech, but also at speaking themselves,
(HARMER, 2007:133).

Indeed, it is worth remembering that successful spoken communication depends not just on our
ability to speak, but also on the effectiveness of the way we listen. One of the main sources of
listening for students is the voice of their teacher. However, it is important, where possible, for
students to be exposed to more than just that one voice, with all its idiosyncrasies. There is
nothing wrong with an individual teacher’s voice, of course, but as there are significant regional
variations in the way people speak English in a country like Britain, (ibid).
2.3. Listening principles

According to HARMER, (2007:136), there are five main listening principles, namely:
▪ Principle 1: Encourage students to listen as often and as much as possible.
The more students listen, the better they get at listening - and the better they get at
understanding pronunciation and at using it appropriately themselves.
▪ Principle 2: Help students prepare to listen.
Students need to be made ready to listen. This means that they will need to look at pictures,
discuss the topic, or read the questions first
▪ Principle 3: Once may not be enough.
There are almost no occasions when the teacher will play an audio track only once. Students
will want to hear it again to pick up the things they missed the first time - and we may well
want them to have a chance to study some of the language features on the tape.
▪ Principle 4: Encourage students to respond to the content of a listening, not just to
the language.
An important part of a listening sequence is for teachers to draw out the meaning of what is
being said, discern what is intended and find out what impression it makes on the students.
▪ Principle 5: Different listening stages demand different listening tasks.
Because there are different things we want to do with a listening text, we need to set different
tasks for different listening stages.
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3. Information and communication technologies (ICT) in language teaching

Information and Communication technologies is an umbrella term that includes any

communication device, encompassing radio, television, cell phones, computer and network
hardware, satellite systems and so on, as well as the various services and appliances with them
such as video conferencing and distance learning. It also includes analogy technology, such as
paper communication, and any mode that transmits communication, (YUNNUS, 2009).

3.1. Historical Background

According to YUNNUS (2009), it cannot be denied that teaching listening needs technology
and they are both related each other. In the earlier period listening was taught by using simple
technology (if it can be said) tape recorder and cassette. Whenever teacher wanted to teach
listening, s/he brought tape recorder and cassette into the classroom. The teacher played the
cassette (listening material /audio) and the students listened to the cassette and then repeated
or did exercises. The teachers played the audio as many as needed. When the students did not
understand the listening texts, the teachers could play the cassette.

Even thought, it looked simple many schools could not provide that technology to present
listening activities in the classroom. Many reasons and arguments were stated for not teaching
listening such as lack of media (tape recorder and electricity), listening materials (cassettes).
What the teachers did was drilling by asking students to listen and repeat the dialogs and
monolog texts.

The use of Information and Communication Technologies contributes very effectively to the
developing of language skills including listening. With the help of supplemental listening
activities, additional practice can be carried out such as exercises, tests and comprehension
questions for listening, and language learners can choose from a variety of activities that
interest them. (LUDMILA, 2011).

According to NOMASS (2013), “during the sixties and seventies of the last century English
language laboratory was being used in various educational institutions. It consisted of a number
of small cabinets, provided with cassette deck, a microphone and a headphone for each one”.

The main advantage of that type of technology was that verbal behaviour of students would
help them to quickly learn the second language. The students’ skill can be enhanced by
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encountering more practical drill problems. Although the language technology was a positive
step in linking technology and language education, this technique was actually tedious and
boring for learners, because there was minimal interaction between teacher and his students,
(ibid).

According to NOMASS (2013), the next generation of language laboratory was computer
assisted language learning (CALL). It was first introduced by Levy (1997). Its software has
provided another teaching tool for second language education. The use of computers in English
classroom is useful for both teachers and students. Furthermore, there is an interaction between
teachers and students using this multi media. The listening materials used are also various
which can be chosen by students. The most important thing of CALL is this media is more
interesting because it has audio and visual as well.

However, in this digital era portable devices such as tablet computers, smart and feature phones
and MP3 players have particular resonance for English teaching in situation where practitioners
move between different locations where learning occurs in areas. These technologies have the
potential to deliver high quality multimedia, (ibid).

3.2. Pedagogical Implications of Information and communication Technology

Since providing students with input is vital, teachers need to be aware of and able to use various
software and online resources that can give students additional input and help improve their
listening skills. The Internet offers rich resources for practicing and improving listening skills,
and most of these resources are free of charge, (BRETT:1997).

3.2.1. The role of technology in teaching listening

Multimedia allows integration of text, graphics, audio, and motion video in a range of
combinations. The result is that learners can now interact with textual, aural, and visual media
in a wide range of formats, (MESKILL, 1996).
3.2.2. Using technology in the classroom:
▪ allows teachers to add multisensory elements, text, sound, pictures, video, and
animation, which provide meaningful contexts to facilitate comprehension;
▪ allows teachers to increase authentic materials for study;
▪ encourages greater interaction between teachers and students and students and peers;
▪ emphasizes the individual needs of learners;
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▪ allows learners to hear the available input as many times as needed until they feel they
understand it;
▪ allows learners to develop their autonomy to review and practice materials as many
times as they wish;
▪ allows to reduce the learning stresses and anxieties;
▪ allows learners to build their self-instruction strategies and self-confidence;
▪ promotes second language learners’ learning motivation.
However, there are disadvantages and obstacles in using technology for improving listening
skills in terms of financial barriers, content considerations, technical features and pedagogical
perspectives.
There is no doubt that technology offers teachers and learners vast amount of

materials and communication possibilities to enhance their language teaching and learning. For
successful integration of multimedia technology in language courses, both teachers and
learners need to be prepared to adopt new roles and use the available technology in appropriate
ways.

LUDMILA, et al (2011), suggests that using technology in the classroom can have several
advantages such as:

• Retention of information in short term memory.

Most current multimedia application allows students some control over the rate of language
presentation. Students (users) can start, stop, and review pieces of information to better
understand and remember the aural text. The addition of video provides a clear, logical flow of
events so that linking (remembering) new and old information is facilitated.

• Discriminate the sound of the target language.

Students can control over language presented in more than one modality supports a student’s
ability to discriminate where words begin and end. The synchronized display of text along with
the aural text assists the learner in distinguishing phonetics grouping and boundaries. When the
learners can see the faces of those speaking in the video, moreover, they can additionally make
use of facial movements to understand the sound-meaning correspondence in the target
language.
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• Recognize pattern of stress, rhythm, and intonation and how they signal information
and intent.
Stress, rhythm and intonation are automatically highlighted when aural language is divided into
syntactic units. When specific words are stressed and patterns of intonation used, learners can
be cue to closely examine the visual and spoken reactions of interlocutors in the video
presentation.

• Recognize core vocabulary and the rules and patterns of words used to communicate.
Coordinated aural, visual and textual information on the computer screen at the same time
makes up an ideal laboratory for students problem-solving at the level of individual words and
sentence structures. The learner has at her disposal rich visual and contextual clues that assist
in breaking the code of the written and aural text.

• Understand communicative functions of utterances according to the context.

Video can be a very rich source of context for language processing. In a multimedia format,
learners are provided control over the rate and order of video presentation and can therefore
take advantage of starting and stopping the action in order to study the language in a well-
represented context.

• Infer meaning and make predictions using personal knowledge, experiences, and
strategies.
Video is a medium to which language learners come well equipped. Students are very
accustomed to inferring meaning and making predictions from what they see and hear on the
screen.
Summing up, by using technology the skills needed in listening can be learned or acquired by
language learners. It helps them to recognize the sound, stress pattern, intonation, reduced
forms, words combined, vocabulary, grammar, dialects, of the language learned. For these
reasons, technology has much role in helping teachers and students in teaching and learning
listening skill because it offers listening experiences for students.
3.2.3. Various ICT tools used for developing listening comprehension

According to YUNNUS (2009), “benefits of using ICT for developing listening skill are
conditioned with its use. It is necessary that appropriate tools of ICT be used according to the
level and background of the class to make use of ICT effective for developing language skills.
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Researchers over the past years have found many ICT tools, which have been successfully used
for developing listening skills”.

a. Multimedia
According to PETERSON, (2010), “Listening competency is comprised of a many micro-skill,
which are used by listeners to make sense of any listening material they encounter”. One of
these micro-skills is retention of language chunks in short-term memory, which is possible
through use of multimedia, which allows listeners to have control over the speed e.g. start, stop,
and review the language material so that they can understand and remember the text in a much
better way. If the video is added, the listeners are able to remember new information and link
it to old one. Multimedia helps the learners to distinguish the sounds of the foreign language.

“In videos, they are able to see faces of persons who are speaking and
this listening becomes easier as they learn about corresponding facial
expressions. To understand communicative functions of utterances with
reference to context is possible through use of multimedia. Video always
proves to be a rich source of context and when learners have control over
speed and sequence of a video, the seeing and hearing of text
corresponds to each other with reference to the context and thus learners
experience and understand connections between utterances and their
functions in a particular text”. (PETERSON, 2010).

Through multimedia, learners learn to recognize patterns of stress, rhythm, and intonation.
Learning about signalling of information and intent also becomes possible. Not only
paralinguistic features are highlighted but also through logical breaks occurring in discourse,
the learners acquire knowledge of patterns of sounds.
The learners understand reduced speech as multimedia is specifically useful to understand
reduced forms of target language. If written version of spoken text is available on screen, the
learners can access to both the written and spoken texts simultaneously. Through this, the
language learners easily understand both the spoken and written forms of the language and are
able to decode the reduced forms also, (ibid).
 20

b. Podcast
According to SCOTER, (2002), “audio recordings, which can be subscribed to and downloaded
also to personal and portable listening devices, are called podcasts. It is similar to radio or TV
show, but the listeners can listen watch it according to own interest and suitability of time. A
podcast can be created on any topic with inclusion of music or video”. However, the podcasts
that have videos are also called Vodcasts or Pod Clips.
For listening to authentic material in the classroom as well as for self-study, podcasts are
recommended. In tertiary education, lecture recording as podcasts is common today because
students who have missed classes can download lectures for listening later on.
Podcasts are available on internet in abundance since it is not a difficult task to create podcasts.
However, there are good and bad podcasts so it needs to be judged carefully to choose the right
ones.
i. Availability of podcasts
There are a number of websites, which contain podcasts on vocabulary, grammar, idioms and
slang while topics of business English, news, current affairs, and even jokes, songs and poetry
etc. BBC is considered one of the earliest podcasts’ creators. It initially provided a limited
number of podcasts in form of audio programs but when they expanded their list, they included
everything be it a drama or news and sports.
c. Video clip tools
Due to growing majority of net users, the websites with videos are very commonly used. These
sites provide learners ample opportunity to improve listening skill. It has become enormously
popular in a very short time. It provides a huge multimedia library in which language is used
in real circumstances by native speakers and that why the site has been greatly welcomed by
foreign language learners. Videos of almost any topic of education, medicine, politics, science
and technology etc. are available, which are spoken in standard, foreign accented and other
varieties of language with different levels of difficulty, (YUNNUS, 2009).

d. Listening sources
According to HARMER (2007:134), “a lot of listening is experienced from recorded extracts
- on CD, tape or via MP3 players of some kind. Frequently this is commercially produced,
either as part of a coursebook or as supplementary material”.
But there is no reason why teachers should not record their own listening materials, using
themselves or their friends or colleagues. With modern recording technology available through
a range of media, it is quite possible to produce recordings of reasonable quality. We can
 21

download a huge amount of extremely useful listening material from the Internet, too, provided
that we are not breaking any rules of copyright.
Recorded extracts are quite distinct from live listening, the name given to real-life face-to-face
encounters in the classroom. To some extent all teacher talk is live listening, but in particular
the term live listening is used to refer to situations in which the teacher brings visitors into the
class or, if this is not possible, role-plays different characters for the students to talk and listen
to. The main advantage of live listening over recorded extracts is that the students can interact
with the speaker on the basis of what they are saying, making the whole listening experience
far more dynamic and exciting, (HARNER, 2007).
 22

STRUCTURE OF THE STUDY

This research proposal is structured in five chapters, following the organization below:

In the Chapter one, is the introductory part of the study. This chapter aims to describe the
background information of the topic proposed; the statement of the problem; the general and
specific objectives; research questions; hypothesis, justification of the study and delimitation
of the study.

In the Chapter two, is the literature review of the study. It is described precisely the Literature
Review regarding the topic proposed. There is presented the different scholars views towards
the teaching of listening and the use Information and communication technologies to teach
listening skills.

In the Chapter three, is the Research design and Methodology. Therein is presented the
Research design and the Methodology of the study, such as research paradigm; research design;
study site; research method; research approach. There is a subchapter which deals with the data
needs, types and sources; population, sampling procedure, data collection. Herein also contains
the instruments for data collection that will be used in the study.

In the Chapter five, is Data Presentation and Analysis. It is where the researcher will present
the data and analyses it.

Finally, in the Chapter six will be addressed the Proposal, Implementation, Recommendations
and the Conclusion of the research.
 23

CHAPTER III: RESEARCH DESIGN AND METHODOLOGY

1. Philosophical paradigm
Philosophical assumptions/paradigms are described as a cluster of beliefs that dictates what
should be studied, how research should be done and how the results should be interpreted. a
paradigm contains the researcher’s assumptions about the manner in which an investigation
should be performed, i.e. (methodology), as well as his / her definition about truth and reality,
i.e. ontology and how the investigator comes to know that truth or reality, i.e., epistemology.
Therefore, the methodological choice of a researcher is determined by the philosophical
assumptions about ontology/ human nature and epistemology (Collis and Hussey, 2003).

An ontology is a philosophical belief system about the nature of the social world (e.g., whether
it is patterned and predictable or constantly re-created by humans). Our ontological belief
system informs both our sense of the social world and, correspondingly, what we can learn
about it and how we can do so.
Ontology is concerned with the ‘nature of reality and the assumptions researchers have about
the way the world operates and the commitment held to a particular view’.
Epistemology is a study of knowledge and is concerned with what we accept as being a valid
knowledge (Collis and Hussey, 2003).
An epistemology is a philosophical belief system about how research proceeds and what counts
as knowledge. Our epistemological position informs how we enact the role of researcher and
how we understand the relationship between the researcher and research participants.

1.1. Interpretative paradigm

According to LEAVY (2017:134), “this paradigm examines how people engage in processes
of constructing and reconstructing meanings through daily interactions. When working within
this paradigm, attention is drawn to people’s patterns of interaction and the interpretive
processes by which they assign meanings to events, situations, and so forth”. If you are working
within this paradigm, you prioritize people’s subjective understandings and multiple meanings
in the research process. The major theoretical schools of thought within this paradigm are
symbolic interactionism, phenomenology, ethnomethodology, and dramaturgy.
 24

1.2. Research design

A research design is the ‘procedures for collecting, analysing, interpreting and reporting data
in research studies. It is the overall plan for connecting the conceptual research problems with
the pertinent (and achievable) empirical research. In other words, the research design sets the
procedure on the required data, the methods to be applied to collect and analyse this data, and
how all of this is going to answer the research question, (LEAVY 2017:134).
As explained by LEAVY (2017), there are three possible forms of research design: exploratory,
descriptive and explanatory.

1.2.1. Explanatory research design

Therefore, in this research proposal will be used the explanatory design as, an explanatory
study sets out to explain and account for the descriptive information. Explanatory research
looks for causes and reasons and provides evidence to support or refute an explanation or
prediction. It is conducted to discover and report some relationships among different aspects
of the phenomenon under study.

1.2.2. Study site

Geographically, this research study will be run in the district of Chiúre, Cabo Delgado province
at Escola Secundária de Kuphé. It is going to be worked with grade 12 and some English
language teachers at that school. This research will be run in the dayshift.

1.3. Research approach

1.3.1. Qualitative research
Qualitative Approach is generally characterized by inductive approaches to knowledge
building aimed at generating meaning. Researchers use this approach to explore; to robustly
investigate and learn about social phenomenon; to unpack the meanings people ascribe to
activities, situations, events, or artifacts; or to build a depth of understanding about some
dimension of social life, (LEAVY, 2017).

It is based on the fundamental idea that “reality” is subjective: Every human being constructs
an individual, personal view of the way the world works on the basis of his or her specific
interactions with it (including the people who are part of it). As a result, much of what people,
including researchers, regard as reality actually consists of a set of impressions, inferences and
opinions in each individual person’s mind.
 25

1.4. Research method

Research methodology, is a way to systematically solve the research problem. It may be
understood as a science of studying how research is done scientifically. In it we study the
various steps that are generally adopted by a researcher in studying his research problem along
with the logic behind them”. It is necessary for the researcher to know not only the research
methods/techniques but also the methodology, (DUNKEL, 1996).

1.4.1. Case study

According to (Robson 2002: 183), cited in COHEN et al (2007:254), Case studies opt for
analytic rather than statistical generalization, that is they develop a theory which can help
researchers to understand other similar cases, phenomena or situations. Case studies are set in
temporal, geographical, organizational, institutional and other contexts that enable boundaries
to be drawn around the case; they can be defined with reference to characteristics defined by
individuals and groups involved; and they can be defined by participants’ roles and functions
in the case.
In a case study the researcher explores a single entity or phenomenon (‘the case’) bounded by
time and activity (e.g., a program, event, institution, or social group) and collects detailed
information through a variety of data collection procedures over a sustained period of time.
The case study is a descriptive record of an individual's experiences and/or behaviors kept by
an outside observer.

2. DATA NEEDS, TYPES AND SOURCES

Data is defined as a set of values of qualitative or quantitative variables. Data is facts or figures
from which conclusions can be drawn. Before one can present and interpret information, there
has to be a process of gathering and sorting data. Just as trees are the raw material from which
paper is produced, so too, can data be viewed as the raw material from which information is
obtained. Data as a general concept refers to the fact that some existing information or
knowledge is represented or coded in some form suitable for better usage or processing,
DOUGLAS, (2015).

Data collection plays a very crucial role in the statistical analysis. In research, there are different
methods used to gather information, all of which fall into two categories, i.e. primary and
secondary data.
 26

2.1. Types of data

2.1.1. Primary data
According to DOUGLAS (2015), “primary data refers to the first hand data gathered by the
researcher himself. Sources of primary data are surveys, observations, questionnaires, and
interviews as explained below”:
▪ Survey
Survey method is one of the primary sources of data which is used to collect quantitative
information about items in a population. Surveys are used in different areas for collecting the
data even in public and private sectors. A survey may be conducted in the field by the
researcher. The respondents are contacted by the research person personally, telephonically or
through mail. This method takes a lot of time, efforts and money but the data collected are of
high accuracy, current and relevant to the topic. When the questions are administered by a
researcher, the survey is called a structured interview or a researcher administered survey.
▪ Observations
Observation as one of the primary sources of data. Observation is a technique for obtaining
information involves measuring variables or gathering of data necessary for measuring the
variable under investigation. Observation is defined as accurate watching and noting of
phenomena as they occur in nature with regards to cause and effect relation.
▪ Interview
Interviewing is a technique that is primarily used to gain an understanding of the
underlying reasons and motivations for people’s attitudes, preferences or behavior. Interviews
can be undertaken on a personal one-to-one basis or in a group.
▪ Questionnaires
Questionnaire as one of the primary sources of data is an observational technique which
comprises series of items presented to a respondent in a written form, in which the individual
is expected to respond in writing. Here the respondents are given list of written items which he
responds to by ticking the one he considers appropriate.
1.1.1. Secondary data
Secondary sources means data collected by someone else earlier. Secondary data are the data
collected by a party not related to the research study but collected these data for some other
purpose and at different time in the past. If the researcher uses these data then these become
 27

secondary data for the current users. Sources of secondary data are government publications
websites, books, journal articles, internal records, (DOUGLAS, 2015).
Therefore, among the types of data describe above, only one type will be applied in this
research, that’s the primary data as it is aimed to collect first hand data from the field.

3. POPULATION, SAMPLING PROCEDURE AND DATA COLLECTION

3.1. Population

Firstly, Escola Secundária de Kuphé is where the research will take place. Secondly, the target
population of this research are the English language teachers at that particular school,
specifically those who teach in grade 12. It is expected to select some 12th grade students to
take part in the research.

3.2. Sampling procedure

There will be direct contacts with the direction of the school, in order to have permission to run
the research at that school. After having the permission, the researcher will then apply the
techniques of data collection. In this sense, first the researcher will get in touch with the
teachers of English at that school, to assure that they will collaborate in the research. Then, the
researcher will design the questionnaire, and interview so to collect the needed data for the
research.
3.3. Data collection
This stage will proceed as follows: first administration of the questionnaire, then it will be
followed by the analysis of questionnaire data collected, in order to provide needed material
for the interviews.
3.4. Instruments of data collection

i. Interviews (personal) – semi-structed interviews

Semi-structured interview is a type of interview in which the interview asks only a few
predetermined questions while the rest of the questions are not planned in advance. This is the
type of interview that will be use because, it allows for more control over the order and flow
of questions; the researcher can introduce necessary changes in the interview schedule based
on initial results.

ii. Questionnaire
A questionnaire is a carefully designed instrument for collecting data in accordance with the
specification of the research questions and hypothesis. It elicits written responses from subjects
 28

of the research through a series of questions or statements put together with specific aims in
mind.

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