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When we speak of listening, what we really mean is, understanding what we hear.

These are things the following experts have to say about the importance of listening.

”Listening is a deliberate process through which we seek to understand and retain aural stimuli.” (Gamble & Gamble, 2000).

“Human communication is based on listening because it is the foundation for effectiveness of interaction.” (Lu, 2005).

“Aural comprehension is an essential component of the communicative situation (Ur, 2004).

“Until quite recently, listening comprehension had been neglected with regard to both its place in second or foreign language teaching methodology and the development of techniques and materials for use in the classroom. Morley pointed out that listening comprehension is now felt to be a prerequisite for oral proficiency as well as an important skill in its own right (Celce-Murcia, 2006).

“At the end of the communication line is an indispensable element-- the listener; the active participation of whom either makes or unmakes communication. That is how good at listening this element is, spells a big difference in the communication process and at this point, it must be understood that effective communication, in part, comes through a constant awareness and study of how listeners respond and this is especially so if we consider the axiom that meaning is altogether in the mind of the listener .” (Diaz, 2005).

Most individuals listen with more than one listening style. Listening styles are the different ways people like to listen to. It was lamented that developing listening skills is a neglected area of teaching English towards communicative competence .

A study in Ohio State University disclosed that on the average, a person spends 70% of his waking hours involved in some kind of communication, broken down as writing – 9%; reading – 16%; speaking – 30%, and listening- 45% .

“Even if someone knows all the grammar and lexis of a language, it does not necessarily mean that he will be able to understand a single word when it is spoken.

Listening styles and listening comprehension strategies of the listeners come into the

picture. Most of us do not realize the importance of listening as a communication tool.” (Scrivener, 2005).

“Because listening is the forgotten part of communication, we seldom spend much time or effort on it. Yet, being able to listen well is one of the most essential communication-related skills. This lack of effective comprehension is detrimental to communication and is illustrated effectively by several specific obstacles.” (Trenholm, 2001).

And there are four styles of listening that persons use while listening depending on the person’s preferences and purposes as originated by Barker (1971) and as developed with Watson (1995).

“Listening is so important that in one survey of America’s Fortune 500 companies, almost sixty percent of the respondents said they provide some kind of listening training for their employees.” (Lucas, 2007).

“The 2006 nationwide survey conducted by the Social Weather Station confirmed that Filipinos are no longer proficient in English as they seem. Based on the survey results, 60% of Filipinos understand spoken English compared to 74% in l993; 65% read in English as against 73% in l993; 48% write in English in contrast to 59% in 1993, and 32% speak in English as compared to 56% in 2000.” (Gabriel, 2008).

The Philippine Star published on March 22, 2009 states that an assessment report submitted by the Universal Access to Competitiveness and Trade (UACT), the research tink tank of the Philippine Chamber of Commerce and Industry (PCCI), showed that only a miserably low percentage of college graduate-applicants screened by Filipino and multinational BPO firms were actually hired because of inadequate English proficiency (which includes listening comprehension skill) and other required skills.” The article mentioned also that “for every 100 applicants, only six to ten percent are effectively recruited and deployed for an entry level job”. This was the UACT’s findings on the country’s Offshoring and Outsourcing (O and O) Industry showed.

The researcher of this study is handling English 8 subject (English for International Communication) in a university in Valenzuela City. This is a preparatory subject for nursing students before they take the IELTS (International English Language Testing System) and/or TOEFL (Test of English as a Foreign Language). Based on her different readings, developing listening skills is a neglected area of teaching English towards communicative competence and that most of her students are having difficulty listening to and understanding English foreign speakers and she wondered about the different listening styles each student uses and if there is a certain style which is in any way related to having high score in any listening comprehension examination.

The study focused on the relationship in the profile, the listening styles and the scores in listening comprehension of the respondents and how these listening styles affect their listening comprehension strategies.

This study was focused on the listening styles and listening comprehension of

nursing students. It was limited to fourth year nursing students of Our Lady of Fatima

University, Valenzuela Campus, Marulas, Valenzuela City. This study used two instruments: the first one was the Listening Style Inventory (LSI) and the second, the listening component of the Test of English as a Foreign Language (TOEFL). The Listening Style Inventory was adapted from the study of Jianying Lu, Master of English Language and Literature of Foreign Language Institute, Jinan University, Guangzhou, Guangdong, People’s Republic of China in May, 2005.

Table 1 shows the number of student—respondents in this study.

Table 1

Number of Student-Respondents

Section Number

1 25

2 26

3 21

4 21

5 21

6 23

7 20

8 20

9 20

10 22

Total 219

Table 6

shows the distribution of students by gender and the mean scores in their listening comprehension.

Table 7 presents the descriptive data on students by listening styles and scores listening comprehension. Although the active listeners do not represent the most number

of students in this study, they obtained the highest mean score in listening comprehension

at 88.75 with a standard deviation of 4.081

Table 8 shows the correlations between gender, age, listening styles and the listening comprehension of the students. It shows that the age of the students is significantly correlated with both the listening style and the listening comprehension.

Table 9 presents the One-Way Analysis of Variance of listening comprehension

scores of the students.

The ANOVA results show that there are significant differences that exist (p=.000) within comparisons of the students’ listening comprehension scores among the three different listening styles. Subsequent post hoc tests revealed the extent of differences of the students’ scores according to their listening style as shown in table nine.

Figure 2 shows the relationship between the listening styles of the students with their performance in the listening comprehension examination in graphical presentation.

The mean scores in the listening comprehension test reveals that as the students change from one listening style to another, specificallly, from passive (1) to involved (2) to active listening (3), scores in the listening comprehension level move up. The passive listeners (1) got the lowest mean scores as compared to the in volved listeners (2) and to the active listeners (3). Passive listeners (1) obtained a mean score of 69.25 while the involved listeners (2) got a mean score of 79.11 and the active listeners obtained a mean score of 88.75 in the listening comprehension test. The active listening style got the highest mean scores in the said listening comprehension test. The results show that listening comprehension test was higher for those who were active listeners and lowest for those who were passive listeners. Poor performance in listening comprehension as mentoned by Ober (2006), is that most people have simply not been taught how to listen well. The passive listener receives message while providing no feedback to the sender about the accuracy or completeness of reception and sometimes the passive listener keeps a communicator from sending information (Lewiski et al., 2006). In addition, passive listening is a barrier to good listening. One tunes in or out as his attention dictates. As a result, he misses important facts and ideas. (German et al., 2001).

Brown (2001) concludes that being able to listen well is an important part of communication for everyone and that a student with good listening comprehension skills will be able to participate more effectively in communicative situations.

Table 10 shows the multiple comparisons of listening comprehension score with the listening styles of the students.

Post hoc tests results show that active listeners (M = 88.75) scored significantly higher than both involved listeners (M = 79.11) and passive listener (M = 69.25 69.25as shown by the mean differences of 9.64 and 19.50 respectively, which were both significant at 0.05 level. Passive listeners got the lowest mean scores among the three groups according to listening styles.

These findings show that as the listening styles of student move from passive to active, there is a corresponding upward movement in the comprehension levels of the students. This confirms again the hypothesis that there is a significant relationship between the listening styles and the listening comprehension of the students.

On the basis of the data collected, analyzed, and interpreted, the following were

the salient findings of the study:

1. Distribution of Students by Gender. Based on the results, the female respondents have higher percentage than the male respondents. There were one hundred seventeen female students while the male students comprised one hundred two.

2. Distribution of Students by Age. When students were classified according to age, it was found out that majority were from ages twenty to twenty two. Only two students belonged to twenty nine to thirty one age bracket. There was only one student who belonged to the age bracket thirty eight to forty. The mean states that most of the respondents belonged to the age bracket of twenty to twenty two.

3. Distribution of Students by Listening Style. There were actually four listening styles being identified in this study, but only the three listening styles, namely, the active, involved, and passive, had appeared to be the categories of the students under investigation. A big portion of the population used the involved listening style; second was the passive listeners and third were active listeners. No one was a detached listener.

4. Distribution of Students by Scores in Listening Comprehension. There were more than half of the respondents who obtained a score in the eighty to eighty four bracket. Only one student obtained a score under fifty nine.

5. Distribution of Students by Gender and Mean Scores in Listening Comprehension. The female population has higher mean score than that of the male population. The data illustrate that the female population obtained higher scores in the listening comprehension test than the male population.

6. Descriptive Data on Students by Listening Styles and Scores in Listening Comprehension. Although the active listeners do not represent the most numbers of students in this study, they obtained the highest mean score. The involved listeners come in second while the passive listeners got the lowest mean score.

7. Correlation Between Age, Gender, Listening Style and Listening Comprehension of Students. Based on the findings, the age of the students is significantly correlated with both the listening style and the listening comprehension. Highly significant positive correlation of age with listening style indicates that older students tend to be more active listeners while the younger ones tend to be more passive listeners. Significant positive correlation between age and listening comprehension shows that the older students performed better in listening comprehension test as compared to the younger ones.

The correlation between the students’ gender and listening comprehension, while negative, which means that the female students tend to score higher in the listening comprehension test than their male counterparts, did not attain the level of significance set for this analysis. The results show a marginal significance of the negative coefficient of relationship between the students’ gender and listening style. The listening styles of students appear to be highly and positively correlated with their listening comprehension scores. This result shows that students who tend to be active listeners score higher than those who tend to be passive listeners. This finding lends support to the hypothesis of this study, namely that listening styles of students are significantly related to the level of their listening comprehension.

8. One-way Analysis of Variance of Listening Comprehension Scores of Students. The ANOVA results show that highly significant differences exist within comparisons of the students’ listening comprehension scores among the three different listening styles. Subsequent post hoc tests revealed the extent of differences of the students’ scores according to their listening styles.

9. Multiple Comparisons of Listening Comprehension Scores by Listening Styles of Students. Post hoc tests results show that active listeners scored significantly higher than both the involved listeners and passive listeners as shown by the mean differences. In the same manner, involved listeners scored significantly higher than the passive listeners. The passive listeners got the lowest mean scores among the three listening styles. These findings show that as the listening styles of students move from passive to active, there is a corresponding upward movement in the comprehension levels of the students. This confirms again the hypothesis that there is a significant relationship between the listening styles and the listening comprehension of the students.

Based on the findings and conclusions of the study, the following recommendations are hereby given to:

1.The school administrators: policies in the curriculum development about the different learning styles, specifically, listening styles and the different levels of listening comprehension should be implemented and included in the syllabus-making and some appropriate listening comprehension exercises in the English laboratory exercises of English 3 and 8; a comprehensive training program on listening comprehension skills can be incorporated or be made an integral part of the faculty development training programs; instructional materials can be designed to accommodate the learners’ needs and to make instructions/teaching methods appropriate to the listening styles of the students.

2. On the part of the teachers: it is recommended they be allowed or be given budget by the school administrators to attend relevant in-service trainings like seminars, conferences, workshops and pursue higher studies to abreast themselves with the fast-changing technology and to make them apply these new strategies and innovations in teaching listening and speaking.

3. On the part of the students: the more active a student is, the better is his

score in score in the listening comprehension test. Students should be aware of the importance of active listening in the enhancement of learning.

4. Finally, on the part of the future researchers: future research can be done

about the listening styles and listening comprehension of other students in other courses; a study on learning styles, teaching strategies and language performance may be conducted to augment the scope of the present study

References

1.Printed Books:

Brown, J. (2001). Reading power, 3rd Edition, Canada: Heath and

Company.

Celce-Murcia, M. (2006). Teaching English As a Second Or Foreign

Language. Singapore: Heinle and Heinle.

Educational Testing Service. (2001).Test of English as a Foreign Language

(TOEFL). Princeton: Princeton: ETS.

Gamble, T. K. and Gamble, M. (2005). Contacts—Interpersonal

Communication in Theory, Practice and Context. MA, USA:

Houghton Mifflin Company.

German, K. et al. (2001). Principles of Public Speaking, 14th Edition,

USA: Addison Wesley Longman, Inc.

Hinkel, E. (2004). TOEFL Test Strategies With Practice Test, 3rd Edition.

New York, USA:ETS Educational Services.

Lewicki, R. J. et al.(2006). Negotiation, 5th Edition. New York, USA:

McGraw-Hill/ Irwin.

Lucas, S.E. (2007). The Art of Public Speaking, 14th Edition, USA:

Addison Wesley Longman, Inc.

Murcia, M. C. (2006). Teaching English as Second Language or Foreign

Language, USA: Heinle and Heinle.

Ober, S. (2006). Contemporary Business Communications, Instructor’s

Annotated Edition, Boston, USA: Houghton Mifflin Company.

Sharpe, P. J. (2004). Barron’s Pass Key to the TOEFL, 5th Edition. USA:

Barron’s Educational Series, Inc.

Sharpe, P. J. (2001). How to Prepare for the TOEFL, 10th Edition. MA,

USA: Barron’s Educational Series, Inc.

Stangor, C. (2004). Research Method for the Behavioral Sciences,

2nd Edition. Boston, MA, USA: Houghton Mifflin Company.

Stangor, C. (2004). Research Methods, 2nd Edition. USA: Houghton

Mifflin Company,

Trenholm, S.(2001). ThinkingThrough Communication-An Introduction

to the Study Of Human Communication, 3rd

Edition.Boston, MA: Allyn and Bacon Pearson Education

Tucker, M. L. et al. (2002). The Human Challenge-Managing Yourself

and Other Organizations , 7th Edition. New Jersey, USA: Pearson

Education, Inc.

Ur, P. (2000). A Course In Language Teaching- Practice and Theory.

Cambridge, UK: Cambridge University Press, 2000.

Ur, P.(1984). Teaching Listening Comprehension. Cambridge, UK:

Cambridge University Press.

Ur, P.(2004). Teaching Listening Comprehension. Cambridge, UK:

Cambridge University Press.

2.Periodicals/Publications/Journals

Baker, A. (2009) “How to Become a Good Listener”, l987. ” EL

Educational Leadership. Vol. 67 No. 2.

Gabriel, S. (2008) . SCOP at 25: Empowering the Filipino Through

Effective Speech Communication Skills.

Lu, J. “The Listening Style Inventory (LSI) as an Instrument for

Improving Listen- ing Skill” Vol. 2. No.5 (Serial no. 17) Sino-US

English Teaching ISSN 1539-8072.

3.Theses/Dissertations

Lu, J. (2005). “The Listening Style Inventory (LSI) as an

Instrument for Improving Listening Skill”, (Published Thesis,

Jinan University, China).

4.Internet Sources/Website

“About the TOEFL Test: What You Need to Know”. Retrieved on

May 9, 2009. http://www. google.com. 2009.

“Assessing Listening Proficiency”. Retrieved on March 10, 2009.

http://www. nclrc.org/essentials/resources.htm.listen.2002.Brown, Jerry F & Cooper, Richard M., “Learning Styles Inventory”.

Retrieved on March 10, 2009.

http://www.statisticssolutions.com/Learning Styles-

Inventory-Brown-Cooper. 1993.

Kolb, David. “Active Listening”. Retrieved on May 6, 2009.

http://changingminds.org/ techniques/listening.htm.2000.

Lu, Jianying. “The Listening Style Inventory (LSI) as an Instrument

for Improving Listening Skill”. Retrieved on October, 2008.

http://google.com.

APPENDIX

The Listening Style Inventory Interpretation

The scale is a 10-item self-administered instrument intended to assess perceived listening ability. The instrument is designed to measure perception, motivation to listen,

deterrents to listening, and interpersonal aspects of listening. There are four listening

types: active which are characterized by energetic, focused on participation in the speaking-listening exchange. An involved listener strives to attend to and reflect on the message. The passive listener deflects responsibility for the success of communication to the speaker. Finally, the detached listener withdraws and acts as the object of a speaker’s

message.

Interpretation:

Notes:

The questionnaire has two questions that are reversely ordered. What that means is that all questions are graded on a scale of 5 (almost always) to 1 (almost never). Except questions 2 and 8 which are graded just the opposite 1 (almost always) and 5 (almost never). The number is assigned to each of the 10 questions depending on the choice selected 5, 4, 3, 2, 1. The individual score is simply added up – total of 50 points. The total points that a person achieves is compared with the chart that describes their listening style.

APPENDIX

ABSTRACT OF JIANYING LU’S STUDY ENTITLED THE LISTENING STYLE INVENTORY (LSI) AS AN INSTRUMENT FOR IMPROVING LISTENING SKILL

ABSTRACT:

Listening has been described as both an art and skill and the primary component for communication in human interaction. One measuring instrument for listening has emerged in the literature as the Listening Style Inventory (LSI).

This self-reporting instrument is designed to assess individually perceived listening style. Identifying listening style can provide a basis for motivating individuals to alter personal listening behavior, thereby establishing more effective skills.

Effective listening enhances the ability of communication. Through this review, the listening process and assessment are examined.

Key words: listening, listening effectiveness, listening style, Listening Style

Inventory (LSI).

Scope and Delimitation of the Study

Table 10

Multiple Comparisons of Listening Comprehension Scores With the Listening Styles of Students

*The mean difference is significant at the 0.05 level.

Figure 2 -Graphical Presentation of Mean of Listening Comprehension and Listening Styles

Legend:

1 – Passive listening style

2 – Involved Listening style

3 – Active Listening style

Table 9

One – way Analysis of Variance of Listening Comprehension Scores of Students

Table 8

Correlations Between Age, Gender, Listening Style and Listening Comprehension of Students

**Correlation is significant at the 0.01 level (2 – tailed)

* Correlation is significant at the 0.05 level (2 – tailed)

The data were subjected to ANOVA for a more detailed analysis. The results are

presented in the succeeding tables.

PRESENTATION, ANALYSIS

AND INTERPRETATION OF DATA

Table 7

Descriptive Data on Students by Scores in Listening Styles and Scores in Listening Comprehension

Table 6

Distribution of Students by Gender and Mean Scores in Listening Comprehension

Not all of the tables are shown here because of space limitations. Only some selected tables are presented here. In table 2, the distribution of students by gender is shown. The female respondents have higher percentage at 53.42% or 117 students while the male respondents comprised the 46.58% of the population which was also equivalent to 102 students.

LISTENING STYLES

AND

LISTENING COMPREHENSION

OF

NURSING STUDENTS

Data Processing

and

Statistical Treatment

Conceptual Framework

To assess the listening styles and the listening comprehension level of the students, the frequency, mean , standard deviation and average were used. The students’ answers in the listening style inventory were given values using verbal items which were interpreted using the chart of the listening styles found in the appendix of this paper.

For the listening comprehension component of the TOEFL, the scores of the

students in the departmentalized midterm examination of the English 8 subject were

taken, tabulated, and analyzed.

A descriptive statistic known as Pearson product-moment correlation coefficient

was used by the researcher to determine the strength and direction of association of the

two quantitative variables.

The One-Way Analysis of Variance or ANOVA was also used to know the significant differences that exist within the comparisons of the students’ listening comprehension scores among the three different listening styles. Then, subsequent post hoc tests were done to know the extent of the differences of the students’ scores according to their listening styles.

A graphical presentation was also done to show the mean of the listening styles

and the listening comprehension. A multiple comparison of listening comprehension

scores with the listening styles of the students was also presented in chapter IV.

The conceptual framework of the study is presented in the paradigm in Figure 1. The paradigm reflects the model for analyzing the effects of the independent variable (frame 1) on the dependent variable (frame 2).

In this study, different listening styles were studied in relation to the scores in the

listening comprehension of the selected nursing students.

There are different listening styles. Not only it is important to give feedback during listening, it is critical to do so in the right way. And that, just as there are styles of speaking, there are also styles of listening, ways in which listeners indicate understanding and interest. And these styles are often dictated by culture. It is important to become familiar with the different listening styles.

Population and Sample of the Study

Stangor (2004) said that the most basic probability sample is drawn using simple random sampling.

Introduction

Listening is a very important skill in communication. It is a skill we use everyday

in the process of interacting with other people. It was mentioned by Ann Baker in her article How to Become a Good Listener that “Your most used communication skill is listening.” She also said that Zeno, the old Greek philosopher, argued its importance thousands of years ago. He said that “We have two ears and one mouth, that we may listen more and talk less.” “In our communication-oriented age, listening is more important than ever .” (Lucas, 2007).

Listening affects all kinds of communication. As we proceed through our day, as we move from person to person, from home to school and vice versa, from formal discussions to casual conversations, we are constantly called on to listen. We are expected to listen to others whenever we converse/ interact face to face with friends and acquaintances, use the telephone, attend meetings, join conferences, participate in interviews, take part in arguments, give or receive instructions, make decisions based on information received orally and generate and receive feedback.

SUMMARY OF FINDINGS AND RECOMMENDATIONS

Statement of the Problem

Summary of Findings

The general problem of the study is: How do the profile and the listening styles relate to the listening comprehension of nursing students?

Specifically, this study sought answers to the following questions:

1. What is the profile of the respondents in terms of:

1.1. gender; and

1.2. age?

2. How may the students be described according to their listening styles in

terms of:

2.1. passive listening;

2.2. involved listening;

2.3. active listening; and

2.4. detached listening?

3. What is the level of listening comprehension of the students?

4. Do the profile and the listening styles of the students significantly

relate to their listening comprehension?

Recommendations

Abstract:

CURRICULUM VITAE

EDITA B. PELICANO

Blk. 1 Lot 6, Meyland Homes III Subdivision, Lawa, Meycauayan, Bulacan

Email address: edeethpelican@ymail.com

Mobile Number: 0923-911-1156

EDUCATIONAL BACKGROUND:

Ph.D Program- Educational Management, Bulacan State University

Master of Arts in Education Graduate, Language Education, Bulacan State University

Post Baccalaureate Program in Human Resource Management and Organizational Development-College of St. Benilde, De La Salle University

Master of Arts in Education (MAE) major in Language Education, Bulacan State University

Master in Education (M. Ed.) major in Reading Education-24 units, University of the Philippines, Diliman, Quezon City

Bachelor of Science in Education, Ortanez University

Bachelor of Science in Commerce, Manuel L. Quezon University

Other Programs Taken:

Basic Mandarin Language Training, Confucius Institute

Basic French, Ministry of Tourism-Manila

Basic Nihongo, Bulacan State University

Typing and Stenography

EMPLOYMENT BACKGROUND:

Presently teaching at Our Lady of Fatima University, Valenzuela Campus handling English 8 (English for International Communication), English 3 (Speech and Oral Communication), English 2(Basic Communication Skills 2), English 1(Basic Communication Skills 1), English 10 (Business Correspondence), and Literature 1, 2, 3 and 4

Conducts tutorials for Taiwanese, Koreans, and Mainland Chinese students at Our Lady of Fatima University, Valenzuela Campus

PAST EMPLOYMENT:

English Communication/Speed Reading Consultant-Speechworld, Meycauayan

Classes/tutorials in Speed Reading and Comprehension, English Conversation, Public Speaking, Children’s Speech and Personality Development, Reading

Comprehension and Study Skills, Intensive Grammar Review and Impressive

Pronunciation

Tutorials for TOEFL-Test of English as a Foreign Language and ACCESS Test and OET (Occupational English Test) given by the Australian Embassy

Faculty Member, Centro Escolar University-Manila

Substitute Teacher, AMA Computer Learning Center-Meycauayan

Speed Reading and English Conversation Classes teacher-Powercomm-Makati

Training Officer-Speechpower Staff Trainees

Operations Manager, Speechpower-Espana and Speechpower-Meycauayan

IN-HOUSE SEMINARS CONDUCTED

Hope Christian High School-Manila

Our Lady of Fatima University-Valenzuela, Antipolo, Lagro

Bureau of Import Services (DTI)

Intel Manufacturing Phils., Inc.

White Rock, Zambales

Systems Encoding Corporation

PLDT

Teachers-CHED La Union

Sycip, Gorres and Velayo-Makati

Rizal Commercial Banking Corporation, Visayas and Mindanao regions

MEMBERSHIPS IN DIFFERENT ORGANIZATIONS

Speech Communication Organization of the Philippines

Reading Association of the Philippines

Pambansang Lupon ng Mga Guro

Philippine Teachers Foundation

The British Council Teachers’ Club

Oxford Teachers’ Club

Professional Educators’ Society

Graduate Education Association of Chartered Colleges and Universities of the Philippines

PROFESSIONAL TRAINING SEMINARS ATTENDED

24TH Inter-Pacific Conference of the Speech Organization of the Philippines

Alternatives to Speech in the Crisis Outlook, May 2009

International Conference on Language Use in the Classroom and the Workplace, SMX Convention Center, January 31-February 2, 2009.

Approaches in Oral and Auditory Training and Language Development for the Hearing Impaired

Joy of Discovery in Bible Study, Institute for Pastoral Development

Mandarin Language Training, Confucius Institute

Speech for Radio and Television

Intensive Grammar Review

Speed Reading and Comprehension

Speech Communication Proficiency

Literacy and the Bilingual Reader

Oral Communication Seminar

Oral Presentations Skills Workshop

Enhancing Teaching Strategies

Presentation Skills/Negotiation Skills/Speed Reading and Comprehension, Hotel Nikko Manila Garden

Three-day seminar workshop for NSTP Instructors of Our Lady of Fatima University

Developing Critical Thinking Skills of College Students

Instructional Design: Theory and Practice

How to Cope with Criticisms

Test Construction

Echo Seminar on ESL

Preparation of Table of Specifications and Teacher-Made Tests

English Language Teaching

Motivation for Higher Student Achievement

Using Information Technology in Teaching

Using Computers as Tools for Assessment

Empowered Leaders/Intensive Training Exercises

10th International Conference on Austronesian Linguistics

Campus Journalism

Harnessing ICT in the Delivery of Quality Graduate Education

Strategies for Teaching Creative Writing

Teaching/Learning/Communicating

Classroom Assessment

Teaching Grammar for College Students

Knowledge, Attitudes, Values and Skills through Speech Communication for Student Leaders and Teachers

High Impact Presentation Skills

Speak Better, Lead Better, Manage Better

Team Building Seminar

UBD with ICT

Grammar Review for Professionals

Effective Communication for Teachers

Innovative Teaching Strategies

OTHER PROFESSIONAL ACTIVITIES:

Trainer, Impromptu Speaking Contest, Speech Festival, Our Lady of Fatima University

Chairperson, Impromptu Speaking, English Week Celebrations

Resource Speaker, Grammar Review for Professionals, Our Lady of Fatima University-Lagro, Valenzuela and Antipolo campuses

Speaker, Impromptu Speaking, English Week celebration

Resource Speaker, Echo Seminar, International Conference on Language Use in the Classroom and in the Workplace

Judge, Essay Writing Contest, Writing Conference, Our Lady of Fatima University

Attendee, Addressing Cultural Diversity through Creative Speech Communication

Resource Speaker, Business Writing in Action, Hope Christian High School, Sta. Cruz, Manila

SKILLS:

Training, communicating, computer typing, writing, grammar editing

References:

Babi, E. et al. (2004) TOEFL Test of English as a Foreign Language, 5th Edition, USA.

Celce-Murcia, M. (2006). Teaching English as a Second or Foreign Language. Singapore: Heinle and Heinle.

Lucas, S. (2001). The Art of Public Speaking. 14th Edition. USA: Addison Wesley Longman.

Gabriel, S. (2008). SCOP at 25: Empowering the Filipino Through Effective Speech Communication Skills. Manila, Philippines.

Gamble, T. K. and Gamble, M. (2005). Contacts—Interpersonal Communication in Theory, Practice, and Context. USA: Houghton Mifflin Company.

Lu, J. (2005). “The Listening Style Inventory (LSI) as an Instrument for Improving Listening Skills. China: Published Thesis, jinan University.

Orlich, D. C., et. al. (2004). Teaching Strategies- A Guide to Effective Instruction. USA: Houghton Mifflin Company.

Osada, Nobuko. (2004). “Listenng Comprehension Research: A Brief Review of the Past Thirty Years, Dialogue, Vol. 3, pp53-66.

Pearce, C. G., et al. (2003). Assessment of the Listening Styles Inventory. Journal of Business and Technical Communication, Vol. 17, No. 1, 84-113.

TOEFL-An Essential Tool for Overseas Education.(2005). Retrieved on May 10, 2009. http://www.yahoo.com.

Trenholm, S. (2001). Thinking Through Communication –An Introduction to the Study of Human Communication, 3rd Edition. Boston, MA: allyn and Bacon, Pearson Education Company.

Ur, P. (2004). Teaching Listening Comprehension. Cambridge, UK: Cambridge University Press.

Ms. Edita Pelicano works with the English Department of Our Lady of Fatima University, Philippines. She handles English for International Communication, Speech and Oral Communication, Basic Communication Skills, Research Methodology, and Business Writing and Philippine and World Literature. She worked for foreign language centers like Joy Language Institute, Speechpower, and Speechworld.

The study investigated the relationship between the listening styles and listening comprehension of the 219 fourth year nursing students of Our Lady of Fatima University. It utilized the Listening Style Inventory questionnaire to know the listening styles of the respondents and the listening section of the TOEFL to measure the students’ listening comprehension level.

Three listening styles appeared : passive, involved and active ; no one was a detached listener; majority were involved listeners and the least were the active listeners. The female students had a higher mean score and the active listeners obtained the highest mean score. Highly significant positive correlation of age with listening style indicates that the older students tend to be more active listeners while the younger ones tend to be more passive listeners. The correlation between the students’ gender and listening comprehension, while negative, did not attain the level of significance. The listening styles of the students appear to be highly and positively correlated with their listening comprehension scores. The ANOVA results showed that highly significant differences exist within the comparison of the students’ listening comprehension scores among the three different listening styles. There is a corresponding upward movement in listening styles from passive to active listening style.

Keywords: listening styles, listening comprehension, active, passive, detached listeners

Active Listener (45-50)

The active listener gives full attention to listening when others are talking and focuses on what is being said. This person expends a lot of energy participating in the speaking-listening exchange, which is usually evidenced by an alert posture or stance and much direct eye contact.

Involved Listener (38-44)

The involved listener gives most of his or her attention to the speaker’s words and intentions. This person reflects on the message to a degree and participates in the listening-listening exchange. The involved listener practices some direct eye contact and may have alert posture or stance, although this may be intermittent.

Passive (28-37)

The passive listener receives information as though being talked to rather than as being an equal partner in the speaking-listening exchange. While assuming that the responsibility for the success of the communication is the speaker’s, this listener is usually attentive, although attention may be faked at times. The passive listener seldom expends any noticeable energy in receiving and interpreting messages.

Detached Listener (0-27)

The detached listener withdraws from the speaking-listening exchange and becomes the object of the speaker’s message rather than its receiver. The detached listener is usually inattentive, disinterested, and may be restless, bored or easily distracted. This person’s noticeable lack of enthusiasm may be marked by slumped or very relaxed posture and avoidance of direct eye contact. The listening

EDITA B. PELICANO

English Department, Our Lady of Fatima University, edeehpelican@ymail.com

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