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ERIC Number: EJ1468606
Record Type: Journal
Publication Date: 2024
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1692-5777
EISSN: EISSN-2248-8391
Available Date: 0000-00-00
Using Global Englishes to Improve Listening Comprehension in Pre-Intermediate English Learners
GIST Education and Learning Research Journal, n29 p81-98 2024
This qualitative case study examined the impact of listening to Global Englishes on the development of listening comprehension in pre-intermediate English students at Universidad Nacional, Costa Rica. Using questionnaires, focus groups, and observations, the research explored students' perceptions of various English speakers from different nationalities and their overall experience with exposure to diverse global varieties. The findings indicated that students found English spoken by people from the United States, Mexico, and Venezuela easier to understand due to clarity and familiarity, while British, Australian, and Scottish variants presented the greatest challenges, particularly due to pronunciation. Students stated that the listening activities expanded their vocabulary and improved their comprehension skills by providing real-world exposure to English spoken in different regions. The results indicated the need for a shift in language teaching approaches in Costa Rica, emphasizing the inclusion of Global Englishes in curricula to better prepare students for international communication. Further research is recommended to investigate the long-term impact of this approach and its potential benefits in improving aural and oral skills.
Institucion Universitaria Columbo Americana UNCA. Calle 19 # 2A - 49 Third Floor, Bogata, Columbia. Tel: +571-281-1777 Ext 1291; e-mail: gist@unica.edu.co; Web site: https://latinjournal.org/index.php/gist/index
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Costa Rica
Grant or Contract Numbers: N/A
Author Affiliations: N/A