1. 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

2. Who we are… Tom Ottway Head of English University of Sussex ISC Author, learning technologist and trainer t.ottway@sussex.ac.uk tottway@studygroup.com Peter Ryley ELPP coordinator/developer of listening materials University of Sussex ISC p.ryley@sussex.ac.uk pryley@studygroup.com Copyright Tom Ottway & Peter Ryley 20142

3.  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

4. Context Partnership with University of Sussex Admissions Office/non English specialists – IELTS-focused http://isc.sussex.ac.uk Copyright Tom Ottway & Peter Ryley 20144

5.  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 20145 Workshop acronyms

6. 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

7. D3 ~All Scales CEFR http://www.coe.int/t/dg4/education/elp/elp- reg/Source/Key_reference/Overview_CEFRscales_EN.pdf Copyright Tom Ottway & Peter Ryley 20147

8. CEFR B1/2 Re: ‘Following’ Lectures http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf Copyright Tom Ottway & Peter Ryley 20148

9. 9 Note taking CEFR B2- to guide or not? http://www.coe.int/t/dg4/education/elp/elp-reg/Source/Key_reference/Overview_CEFRscales_EN.pdf

10.  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 201410

11.  See you later Copyright Tom Ottway & Peter Ryley 201411 Now: let’s listen!

12.  Overview of data  Analysis overview  Highlight key features Part 3: Analysis Copyright Tom Ottway & Peter Ryley 201412

13. Data overview Average score No. of participants per programme Copyright Tom Ottway & Peter Ryley 201413

14.  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 201414 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 )

15. Foundation Borderline pass (50%) Mark /20 for comp Qs Mark /5 for summary Total % Copyright Tom Ottway & Peter Ryley 201415

16. Diploma (IY1) Borderline pass (60%) Mark /20 for comp Qs Mark /5 for summary Total % Copyright Tom Ottway & Peter Ryley 201416

17. Foundation good pass (68-80%) Mark /20 for comp Qs Mark /5 for summary Total % Copyright Tom Ottway & Peter Ryley 201417

18. Foundation Results- upper end Still strugling with summary Total % Mark /20 for comp Qs Mark /5 for summary Copyright Tom Ottway & Peter Ryley 201418

19. Diploma Results- upper end Total % Mark /5 for summary More consistent high summary & % correlation Mark /20 for comp Qs Copyright Tom Ottway & Peter Ryley 201419

20. 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 201420

21. Copyright Tom Ottway & Peter Ryley 201421 Weakest students Mark /5 for summary Total % Mark /20 for comp Qs

22.  Quantity  Quality  Rhythm  Mitigation- balance Key factors Copyright Tom Ottway & Peter Ryley 201422

23.  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 201423 Part 4: Discussion questions

24.  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 201424

25.  BALEAP resources: http://www.baleap.org.uk/resources/eap-related- websites BALEAP resources: http://www.baleap.org.uk/resources/eap-related- websites  CEFR All Scales: http://www.coe.int/t/dg4/education/elp/elp- reg/Source/Key_reference/Overview_CEFRscales_EN.pdf CEFR All Scales: http://www.coe.int/t/dg4/education/elp/elp- reg/Source/Key_reference/Overview_CEFRscales_EN.pdf  Ching-Shyang Chang, A. & Read, J. (2007) RELC Journal, December 2007; vol. 38, 3: pp. 375-394.Support for Foreign Language Listeners: Its Effectiveness and Limitations.  Crystal, D. (1992) The Changing English Language- fiction and fact Available from: www.davidcrystal.com/?fileid=-4002  Field, J. (2011) Journal of English for Academic Purposes 10, 102–11, Into the mind of the academic listener.  JISC Glossarty: http://www.jisc.ac.uk/uploaded_documents/eAssess- Glossary-Extended-v1-01.pdf JISC Glossarty: http://www.jisc.ac.uk/uploaded_documents/eAssess- 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) 89-101 Assessing listening for academic purposes: Defining and operationalising the test construct Selected reading Copyright Tom Ottway & Peter Ryley 201425

26. Workshop presentation links http://sussexisciatefl.wordpress.com/ http://sussexisciatefl.wordpress.com/ Copyright Tom Ottway & Peter Ryley 201426

27. Contact us with your comments/questions Tom Ottway Head of English University of Sussex ISC Author, learning technologist and trainer t.ottway@sussex.ac.uk tottway@studygroup.com Peter Ryley ELPP coordinator/developer of listening materials University of Sussex ISC p.ryley@sussex.ac.uk pryley@studygroup.com Copyright Tom Ottway & Peter Ryley 201427