Action research

Action Research Project Proposal

TOPIC FOR THE STUDY: “ENHANCING LISTENING
SKILLS IN 8TH GRADE ENGLISH LEARNERS
THROUGH AUGMENTED REALITY (AR)
TECHNOLOGY”

TEACHERS-RESEARCHERS: SANIEVA K.V.

Problem Identification for the Action Research:

Background:

Scope of the Problem:

Challenges Faced:

The challenges manifest in several ways. Firstly, learners may struggle with distinguishing individual words or phrases within a spoken sentence, hampering their ability to grasp the overall meaning. Secondly, comprehension difficulties may arise due to unfamiliarity with colloquial expressions, accents, or varying speech rates commonly encountered in real-
world communication contexts. Additionally, factors such as background noise, poor audio quality, or linguistic interference from their native language may further exacerbate the problem.

Scope of the Problem:
The crux of thцe issue lies in the learners' struggle to attain proficiency in listening comprehension despite exposure to various forms of English language learning. While these learners may have engaged in activities such as listening to audio recordings, participating in conversational exercises, or watching English-language
media, they continue to encounter difficulties in deciphering spoken language effectively.

In the realm of language acquisition, the importance of listening skills cannot be overstated. Listening is not only fundamental to communication but also serves as a gateway to comprehending and internalizing the nuances of a language. In the context of English language learning, where proficiency in listening is often a precursor to effective speaking, reading, and writing, any impediments in this skill domain can significantly hinder overall language acquisition.

The ramifications of these listening comprehension challenges extend beyond mere language proficiency. In academic settings, where lectures, presentations, and discussions are commonplace, students' ability to comprehend spoken English directly influences their performance. Difficulty in understanding instructional materials or lectures can impede learning progression, hinder participation, and ultimately affect academic outcomes. Moreover, the frustration and demotivation stemming from persistent struggles in listening comprehension may deter learners from actively engaging with the language, impeding their overall language acquisition journey.

Impact on Academic Performance and Language Acquisition:

Many students face a scarcity of authentic English listening materials in their daily lives outside of the classroom. Authentic materials, such as podcasts, movies, or real-life conversations, provide exposure to genuine language usage, accents, and cultural nuances. However, due to various factors such as geographical location, socioeconomic status, or language proficiency levels, students may have restricted access to such resources. As a result, they lack ample opportunities to immerse themselves in authentic English contexts, which are crucial for honing their listening skills and adapting to real-world communication scenarios.

Lack of Engaging Learning Materials:

Limited Authentic Listening Opportunities:

Insufficient Feedback:

Causes for the Problem:

Traditional methods employed for teaching listening skills often rely heavily on audio recordings or teacher-led activities. However, these approaches may fall short in fully engaging students or addressing
the diverse array of learning styles present in a classroom. For instance, while some students may thrive with auditory learning, others may struggle to stay focused or find the materials uninspiring. Consequently, this disconnect between the teaching method and student engagement levels
can impede the effectiveness of the learning process.

In environments characterized by large class sizes or time constraints, providing individualized feedback on listening comprehension becomes a considerable challenge. Without timely and personalized feedback, students may struggle to
identify specific areas for improvement or gauge their progress accurately. As a consequence, their ability to develop effective listening strategies and
overcome comprehension barriers is hindered. Furthermore, without clear feedback mechanisms in place, students may feel disengaged or demotivated, impacting their overall learning experience and retention of listening skills.

Formulation of Action Research Question:

“How can the integration of diverse audio materials and interactive exercises improve 8th-grade English learners' listening skills and enhance their engagement in the learning process?”

Planning (strategies):

1.Some students struggled to maintain attention during long listening sessions. Use short video segments with specific information to keep students engaged and focused. Visual contexts with subtitles help in understanding spoken language, making these materials particularly effective for perception.
2.Short, daily sessions are more effective than longer, less frequent sessions. This helps build a habit and reduces cognitive overload. Start with simpler, slower-spoken audio materials and gradually move to more complex and faster-paced audio as proficiency improves. This gradual increase maintains motivation and reduces frustration.
3.Select popular songs in English that may interest students. Listen and discuss song lyrics, phrases or words that they liked or had questions about.
4.Create game activities that involve listening. For example, the game "What did they say?", where students listen to short audio fragments and have to determine what exactly is being said.
5.Encourage students to identify different sounds, accents, or intonations in English. For example, the game "Guess the Sound" or "Accent Challenge". Before that expose students to a diverse range of accents through authentic audio materials, videos, and multimedia resources.
6.Implement technology-enhanced feedback systems that allow for personalized assessment and immediate response. This could include audio recording software with built-in feedback features, online quizzes with automated grading, or peer review platforms for listening exercises.

Document students' progression from simpler, slower-spoken audio materials to more complex and faster-paced ones. Track their ability to comprehend and follow along with the audio as the difficulty increases.

Survey students to measure their interest in English songs and their willingness to participate in discussions about song lyrics. Collect feedback on their favorite songs, phrases they found interesting, and any questions they had about the lyrics.

Keep track of how often students engage in listening practice using short, daily sessions. Record the number of sessions attended by each student and any improvements in their listening skills over time.

Monitor student engagement during the short video segments compared to longer listening sessions. You can observe behaviors like eye contact, fidgeting, note-taking, and participation in discussions
R.etention of Information:
Assess students' ability to recall specific information from the short video segments compared to longer sessions. Conduct quizzes or discussions to
gauge their comprehension and retention.

Collection of data

Engagement Levels:

Progression in Difficulty:

Interest in English Songs:

Frequency of Listening Practice:

Assess students' ability to identify different sounds, accents, and intonations in English. Use
the "Accent Challenge" and "Guess the Sound" games to measure their proficiency and
accuracy.
Utilization of Technology-Enhanced Feedback Systems:
Monitor students' use of technology-enhanced feedback systems for personalized
assessment and immediate response. Collect feedback on the effectiveness of these tools in
improving their listening skills and providing valuable feedback.
Overall Improvement in Listening Skills:
Conduct pre- and post-assessments to measure students' overall improvement in listening
skills after implementing these strategies. Compare their performance on listening tasks and
comprehension exercises to determine the effectiveness of the intervention.

Observe students' participation and enthusiasm during game activities that involve listening, such as "What did they say?" and "Guess the Sound". Note any improvements in their listening skills and confidence levels.

Participation in Game Activities:

Ability to Identify Sounds and Accents:

Overall, the data indicates a significant improvement in student engagement during short video segments compared to longer listening sessions. Students were more attentive, participated actively in discussions, and showed fewer signs of distraction during the shorter sessions. This suggests that using short, focused videos with specific information effectively captured students' attention and maintained their engagement throughout the lesson.
Students demonstrated better retention of information from the short video segments compared to longer sessions. In quizzes and discussions, they were able to recall key details and concepts presented in the videos more consistently. This indicates that the shorter, more frequent listening practice sessions facilitated better comprehension and retention of the material.

The data shows a steady increase in the frequency of students' listening practice sessions over time. As the lesson progressed, more students consistently participated in daily listening sessions, indicating the establishment of a habit.
Many students expressed enthusiasm for exploring new songs and discussing their favorite phrases or words. This suggests that incorporating popular songs in English was an effective strategy for engaging students and making listening practice more enjoyable.
While some students excelled in the "Accent Challenge" and "Guess the Sound" games, others struggled with certain accents or sounds. This highlights the importance of providing additional practice and support for students to develop their listening skills across a variety of contexts.
The data indicates mixed usage of technology-enhanced feedback systems for personalized assessment and immediate response. While some students actively engaged with audio recording software, online quizzes, and peer review platforms, others showed limited utilization of these tools. This suggests the need for further support and guidance in integrating technology into listening practice activities effectively.

Based on pre- and post-assessment results, there was a noticeable improvement in students' overall listening skills after implementing the strategies outlined in the lesson. Students demonstrated better comprehension, retention, and confidence in their ability to understand spoken English. This indicates that the combination of short, focused sessions, engaging activities, and technology-enhanced feedback contributed to significant progress in students' listening abilities.

Analysis of data