2025/07/01 by Klaudia Anan Kruszynska · 1 voice
Arts and Humanities · #EFL/ESL Teaching and Learning #Second Language Learning and Teaching
paper · pdf · doi:10.37708/ezs.swu.bg.v23i2.10
openalex publication_date 2025/07/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/05/21
This action research investigates and contrasts the listening strategies employed by secondary school students learning English as an Additional Language (EAL) and those studying Spanish as a Foreign Language (SFL). Its goal was to monitor students as they worked through instructions in the target language (TL) to discover what listening strategies they employed and gradually note how those strategies changed with time as learners made progress. Furthermore, the study also describes whether a teacher, primarily speaking the TL, positively influences students’ focus in class and promotes behavior for learning. Two research methods to collect data for the study were undertaken: focus groups with the EAL and SFL students, and lesson observations with the same participants. The researcher, who was also the students’ teacher, was able to observe them in their natural learning environment, offering deeper insight into their responses to TL input and classroom interactions. The author is aware that due to the limited number of responders, the research results are not sufficient to make broader generalizations and can be used only as a case study. This research, however, reveals notable connections between the strategies and techniques employed by EAL and SFL students. Over time, learners shifted from focusing on every word to understanding the overall message, showing a growing awareness of effective listening strategies. The study also has highlighted several correlations that warrant further investigation in future studies, TL instructions and students’ motivation.