Extensive Listening in a Colombian University: Process, Product, and Perceptions

Main Article Content

Carlos A. Mayora


The current paper reports an experience implementing a small-scale narrow listening scheme (one of the varieties of extensive listening) with intermediate learners of English as a foreign language in a Colombian university. The paper presents (a) how the scheme was designed and implemented, including materials and procedures (the process); (b) how the students performed in the different activities with an emphasis on time spent watching/listening and their perceptions of video difficulty and self-rated comprehension (the product); and (c) how the students felt and viewed the experience (perception). Product and perceptions showed that the pedagogical implementation was positive which leads to a discussion of a number of implications for this context and similar ones.  

Article Details

How to Cite
MayoraC. A. (2017). Extensive Listening in a Colombian University: Process, Product, and Perceptions. HOW Journal, 24(1), 101-121. https://doi.org/10.19183/how.24.1.311
Reports on Pedagogical Experiences
Author Biography

Carlos A. Mayora, Universidad del Valle

Carlos A. Mayora holds a B.Ed. in English as a foreign language from Instituto Pedagógico de Caracas (2000) and an M.A. in applied linguistics from Universidad Simón Bolívar (Venezuela). He is currently an assistant teacher at Escuela de Ciencias del Lenguaje, Universidad del Valle, Colombia.


Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6(2), 60-69. Retrieved from http://www.readingmatrix.com/articles/berardo/article.pdf.

Cárdenas, R., & Chaves, O. (2013). English teaching in Cali: Teachers’ proficiency level described. Lenguaje, 41(2), 325-352.

Cárdenas, R., Chaves, O., & Hernández, F. (2015). Implementación del programa nacional de bilingüismo, Cali Colombia: perfiles de los docentes [Implementation of the National Bilingualism Program in Cali, Colombia: Teachers’ profiles described].Santiago de Cali, CO: Fondo editorial de la Universidad del Valle.

Declerck, C. H., Boone, C., & De Brabander, B. (2006). On feeling in control: A biological theory for individual differences in control perception. Brain and Cognition, 62(2), 143-176. https://doi.org/10.1016/j.bandc.2006.04.004.

Dörnyei, Z. (2010). Teaching and researching motivation (2nd ed.). London, UK: Routledge.

Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language acquisition research: Construction, administration, and processing. New York, US: Routledge.

Dupuy, B. C. (1999). Narrow listening: An alternative way to develop and enhance listening comprehension in students of French as a foreign language. System, 27(3), 351-361. https://doi.org/10.1016/S0346-251X(99)00030-5.

Education First. (2015). English proficiency index 2015. Retrieved from http://media2.ef.com/__/~/media/centralefcom/epi/downloads/full-reports/v5/ef-epi-2015-english.pdf.

Ewert, D., & Mahan, R. (2012). Extensive listening in a self-access learning environment. In J. M. Perren, K. M. Losey, D. O. Perren, J. Popko, A. Piippo, & L. Gallo (Eds.), Selected proceedings of the 2011 Michigan Teachers of English to Speakers of Other Languages Conference (pp. 24-40). Kalamazoo, US: Michigan Teachers of English to Speakers of Other Languages.

González, A. (2015). ¿Nos han desplazado? ¿O hemos claudicado? El debilitado papel crítico de universidades públicas y los formadores de docentes en la implementación de la política educativa lingüística del inglés en Colombia [Have we been removed? Or have we given up? The weakened critical role of public universities and teacher educators in implementing linguistic and educational policy regarding English in Colombia]. In K. A. da Silva, M. Mastrella-de-Andrade, C. A. Pereira Filho (Eds.), A formação de professores de línguas: políticas, projetos e parcerias (pp. 33-54). Campinas, BR: Pontes Editores.

Hill, D. R. (2008). Graded readers in English. ELT Journal, 62(2), 184-204. https://doi.org/10.1093/elt/ccn006.

Krashen, S. D. (1991). The Input Hypothesis: An update. In J. E. Alatis (Ed.), Georgetown University round table on languages and linguistics 1991: Linguistics and language pedagogy (pp. 409-431). Washington, DC: Georgetown University Press.

Krashen, S. D. (1996). The case for narrow listening. System, 24(1), 97-100. https://doi.org/10.1016/0346-251X(95)00054-N.

Lynch, T. (2009). Teaching second language listening. Oxford, UK: Oxford University Press.

Mayora, C. A., Nieves, I., & Ojeda, V. (2014). An in-house prototype for the implementation of computer-based extensive reading in a limited-resource school. The Reading Matrix, 14(2), 78-95. Retrieved from http://readingmatrix.com/files/11-g736917w.pdf.

Norton Peirce, B., Swain, M., & Hart, D. (1993). Self-assessment, French immersion, and locus of control. Applied Linguistics, 14(1), 25-42. https://doi.org/10.1093/applin/14.1.25.

Oxford, R. L. (2011). Teaching and researching: Language learning strategies. London, UK: Pearson.

Pino-Silva, J. (1992). Extensive reading: No pain, no gain? English Teaching Forum, 30(2), 48-49.

Pino-Silva, J. (2009). Extensive reading through the Internet: Is it worth the while? International Journal of English Studies, 9(2), 81-96.

Renandya, W. A. (2011). Extensive listening in the second language classroom. In H. P. Widodo & A. Cirocki (Eds.), Innovation and creativity in ELT methodology (pp 28-41). New York, US: Nova Science Publisher.

Renandya, W. A., & Farrell, T. S. C. (2011). “Teacher, the tape is too fast!”: Extensive listening in ELT. ELT Journal, 65(1), 52-59. https://doi.org/10.1093/elt/ccq015.

Rodrigo, V. (2004). Aproximación teórica y respuestas pedagógicas al desarrollo de la audición a nivel intermedio [Theoretical underpinning and pedagogical responses to the development of intermediate level listening comprehension]. Hispania, 87(2), 312-323. https://doi.org/10.2307/20140861.

Rodrigo, V. (2008). Fundamentos y evaluación de la audición extensiva y enfocada en el desarrollo de la destreza auditiva: español en Estados Unidos [Underpinnings and evaluation of extensive and narrow listening in the development of listening skills: Spanish in the USA]. In S. Pastor Cesteros & S. Roca Marín (Eds.), La evaluación en el aprendizaje y la enseñanza del español como lengua extranjera / segunda lengua (pp. 533-539). Alicante, ES: Servicio de publicaciones de la Universidad de Alicante.

Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1-28. https://doi.org/10.1037/h0092976.

Takaesu, A. (2013). TED talks as an extensive listening resource for EAP students. Language Education in Asia, 4(2), 150-162. https://doi.org/10.5746/LEiA/13/V4/I2/A05/Takaesu.

Yeh, C.-C. (2013). An investigation of a podcast learning project for extensive listening. Language Education in Asia, 4(2), 135-149. https://doi.org/10.5746/LEiA/13/V4/I2/A04/Yeh.