Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Using a case study approach, this thesis describes the listening practices of tirst year students at a technikon in the Western Cape. The research was conducted over a period of two years, from 2002 - 2003. Research data are gleaned from an analysis and interpretation ofresponses from several ethnographic tools: questionnaires (completed by lecturers and students), notes on class observations, oral interviews and audio-visual samples ofstudents' gestures and actions in class. Oral and written lecture recall assessments are analysed and interpreted with a view to describing students' listening practices. Six first year students, whose home languages are Xhosa and Afrikaans, are selected for research. The impact oftheir listening and learning through the medium ofEnglish is considered, as well as the influence ofchange in a learning culture, socio-cultural and socio-economic factors. Their life stories are analysed in depth to consider how factors in their lives influence their listening in class. Pairs ofselected students are compared to try to identify the qualities ofeffective listeners. The impact oflistening on these students' academic performance is examined and the role ofeducators as facilitators is considered. It is concluded that both students and staffhave a role to play in improving students' listening and English proficiency in order to promote academic success.

Thesis (MTech (Education))--Cape Technikon, 1998. / Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.

The main aim of this research was to explore lecturers’ and students’ perceptions of the effectiveness of teaching listening skills to English foreign language (EFL) students at three Ethiopian universities with the purpose of proposing guidelines and recommendations for effective teaching and learning of EFL listening skills. The research was prompted by a number of research projects which indicated that listening skills and the teaching of listening in the Ethiopian context were not effective resulting in students who are ill equipped for listening effectively. A mixed method approach was followed as a design for the empirical research study. A pragmatic research paradigm, using both quantitative and qualitative methods and then blending the two methods was employed. Quantitative data were collected from 72 lecturers and 158 students at three Ethiopian universities by means of close-ended questionnaires using a five-point Likert scale instrument. For the qualitative phase of the study data were collected by means of semi-structured interviews with lecturers and students. Observations of listening lessons presented in the classroom and in the language laboratory were done by means of completing an observation checklist and note-taking. These were used to triangulate data. The analysis of the data obtained by means of the questionnaires and the observation checklist were done using descriptive and inferential statistics. Qualitative data obtained by means of unstructured interviews (which were transcribed verbatim) were coded and divided into themes. The research findings indicated that the lecturers’ perceptions of the activities used during the pre-, while- and post-listening phases and the use of listening material were more positive than those of students and that females perceived the effectiveness less positive than males. The data obtained by means of interview questions confirmed what was found in the quantitative part of the study. Observations carried out in the three universities showed that the teaching of listening skills was mostly poorly done and that the listening material used was not suitable and did not interest students. The use of bottom-up and top-down strategies were found to be used inadequately in the teaching of EFL listening skills. The teaching methods and strategies used, as well as activities provided during each listening phase were found to be generally poor. A model for teaching EFL listening in the classroom was proposed in this study. Lecturers and students expressed their challenges in teaching and learning EFL listening skills and also made recommendations for best practices on how to improve the teaching and learning of EFL listening. These challenges and recommendations for best practices mostly centred around lecturer-related, student-related and institutional-related factors. This study has suggested recommendations pertaining to the lecturers, students, institutions of higher education, the Ethiopian Ministry of Education and schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)