Though English listening is essential to communication and figures heavily in high-stakes tests like the TOEIC and the Korean College Scholastic Ability Test (CSAT), it does not have a prominent place in most English language classrooms. In order to a...
Though English listening is essential to communication and figures heavily in high-stakes tests like the TOEIC and the Korean College Scholastic Ability Test (CSAT), it does not have a prominent place in most English language classrooms. In order to address this gap, a process-oriented listening course with a focus on self-regulated learning was developed based on John Field’s (2008) diagnostic approach to listening instruction. The course was then implemented with two classes at a medium-sized urban university in South Korea. This study describes the design of the course and the perceptions and performance of 43 diverse participants who took the course. Participant perceptions of the course were gleaned from analyses of Likert items and open questions from a survey administered to the participants at the end of the course. In addition to the end-of-course survey, participants’ course assignments were analyzed to provide richer descriptions and alternative perspectives to their self-reported responses. The results indicated that participants found the course lectures, activities, and assignments valuable. However, problems with the instructional design of the course were also uncovered. Suggestions for improvement are provided.