Creating a Blueprint for Academic Listening* (*Just don’t mention IELTS) IATEFL Harrogate 2014 Tom Ottway & Peter Ryley University of Sussex ISC Copyright Tom Ottway & Peter Ryley 20141

Who we are… Tom Ottway Head of English University of Sussex ISC Author, learning technologist and trainer Peter Ryley ELPP coordinator/developer of listening materials University of Sussex ISC Copyright Tom Ottway & Peter Ryley 20142

 Part 1: Overview of context/aims  Part 2: Experiential section 20 mins  Part 3: Analysis of results of trialed listening at USISC   Part 4: Discussion/feedback Structure of workshop Copyright Tom Ottway & Peter Ryley 20143

Context Partnership with University of Sussex Admissions Office/non English specialists – IELTS-focused Copyright Tom Ottway & Peter Ryley 20144

 USISC-University of Sussex International Study Centre  ESUS- English Skills for University Study  ELPP- English Language Preparation Programme  FDN- Foundation (Level 2: pre Year 1 at university)  IY1- International Year One (Level 3 at university) Copyright Tom Ottway & Peter Ryley Workshop acronyms

AUGUST 9 TH LISTENING:  377 sts  ESUS did the test in late Sept 2013  ELPP (4.5 /upper B1) Dec 2013 …………………………………………………………… Listening /neglected> research (Lynch, 2011) Lack of empirical data?  Students struggle with listening (USISC) Context Copyright Tom Ottway & Peter Ryley 20146

D3 ~All Scales CEFR reg/Source/Key_reference/Overview_CEFRscales_EN.pdf Copyright Tom Ottway & Peter Ryley 20147

CEFR B1/2 Re: ‘Following’ Lectures Copyright Tom Ottway & Peter Ryley 20148

9 Note taking CEFR B2- to guide or not?

 reliable benchmark to CEFR > alternative to IELTS  B1-B2 cusp> prepare entry to Fdn/IY1  develop genuine academic skills (note taking/summary) Part 1: Aim of our listening preparation for UGs Copyright Tom Ottway & Peter Ryley

 See you later Copyright Tom Ottway & Peter Ryley Now: let’s listen!

 Overview of data  Analysis overview  Highlight key features Part 3: Analysis Copyright Tom Ottway & Peter Ryley

Data overview Average score No. of participants per programme Copyright Tom Ottway & Peter Ryley

 174/370 scored less than 50. (N.B. Overall IELTS bands mask weak skill areas?)  Lower level upper B1 (IELTS 4.5>) struggle to score any marks in summary Pattern changes around score of 70% + >> 2.5/5 (50%) up to 4/5 (80%) Copyright Tom Ottway & Peter Ryley Analysis of results “…it is not until listeners get past CEFR C1 level that their ability to decode spoken input begins to achieve the kind of accuracy that enables them to take away a relatively complete message …” Field (2006, cited in Field 2011 ) “…it is not until listeners get past CEFR C1 level that their ability to decode spoken input begins to achieve the kind of accuracy that enables them to take away a relatively complete message …” Field (2006, cited in Field 2011 )

Foundation Borderline pass (50%) Mark /20 for comp Qs Mark /5 for summary Total % Copyright Tom Ottway & Peter Ryley

Diploma (IY1) Borderline pass (60%) Mark /20 for comp Qs Mark /5 for summary Total % Copyright Tom Ottway & Peter Ryley

Foundation good pass (68-80%) Mark /20 for comp Qs Mark /5 for summary Total % Copyright Tom Ottway & Peter Ryley

Foundation Results- upper end Still strugling with summary Total % Mark /20 for comp Qs Mark /5 for summary Copyright Tom Ottway & Peter Ryley

Diploma Results- upper end Total % Mark /5 for summary More consistent high summary & % correlation Mark /20 for comp Qs Copyright Tom Ottway & Peter Ryley

ELPP Results- upper end (50-84%) Total % Mark /5 for summary Lowest summary c.f. % scores (0 -2.5) Mark /20 for comp Qs Copyright Tom Ottway & Peter Ryley

Copyright Tom Ottway & Peter Ryley Weakest students Mark /5 for summary Total % Mark /20 for comp Qs

 Quantity  Quality  Rhythm  Mitigation- balance Key factors Copyright Tom Ottway & Peter Ryley

 Implications of/ suggestions on our procedure/pedagogy?  Is pre-listening valid and effective? (reading/video text/glossary)  Are you using a similar approach to ours? Successfully? Copyright Tom Ottway & Peter Ryley Part 4: Discussion questions

 Develop range of interaction modes in listening – not just lecture mode: forums, seminars, ‘round-table’ discussions  >> ‘multi-modal’ and ‘reciprocal’. See Lynch (2011: 87)  Do further research and especially detailed analysis  Nearly 100 listening texts in The Bank- exploit>> quizzes>> publish a resource  Further research Future aims/recommendations Copyright Tom Ottway & Peter Ryley

 BALEAP resources: websites BALEAP resources: websites  CEFR All Scales: reg/Source/Key_reference/Overview_CEFRscales_EN.pdf CEFR All Scales: reg/Source/Key_reference/Overview_CEFRscales_EN.pdf  Ching-Shyang Chang, A. & Read, J. (2007) RELC Journal, December 2007; vol. 38, 3: pp Support for Foreign Language Listeners: Its Effectiveness and Limitations.  Crystal, D. (1992) The Changing English Language- fiction and fact Available from:  Field, J. (2011) Journal of English for Academic Purposes 10, 102–11, Into the mind of the academic listener.  JISC Glossarty: Glossary-Extended-v1-01.pdf JISC Glossarty: Glossary-Extended-v1-01.pdf  Lynch, T. (2011) Journal of English for Academic Purposes 10 pp. 79–88 Academic listening in the 21st century: Reviewing a decade of research  Taylor, L. & Geranpayeh, A., Journal of English for Academic Purposes 10 (2011) Assessing listening for academic purposes: Defining and operationalising the test construct Selected reading Copyright Tom Ottway & Peter Ryley

Workshop presentation links Copyright Tom Ottway & Peter Ryley

Contact us with your comments/questions Tom Ottway Head of English University of Sussex ISC Author, learning technologist and trainer Peter Ryley ELPP coordinator/developer of listening materials University of Sussex ISC Copyright Tom Ottway & Peter Ryley