| The research question explored in this study is how one self-assessment technique, listening journals, can be used to (1) measure and understand more about ESL students' listening needs and skills and (2) provide instructional direction for addressing those needs and enhancing those skills. The research was carried out with an advanced ESL listening class enrolled in an intensive English program within a large, urban university during one college semester. The methodology employed both quantitative and qualitative data sources gathered from students, teacher and administrator/researcher. The data types included: listening journals, instructor's notes, researcher's notes, conferences, final teacher interview, final student questionnaire, and standardized placement and exit scores across all advanced sections.;The journal process revealed the impact of affective factors such as confidence, motivation and interest on students' listening learning. Four listening learning patterns emerged: circular, building blocks, circular to building blocks, and building blocks to circular. However, these patterns did not remain static; most students moved from a negative to a positive pattern during the semester. In addition, the listening journal process had a positive impact on the curriculum by revealing students' listening needs so that listening materials could be developed tailored to those needs. As a result of the listening journal process, both students and teacher played a more central and collaborative role in assessment and curriculum development. |
