Teachers rank language level, student interests, and student needs as top criteria for selecting authentic listening materials¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers indicated language level first, students' interests second, and their needs third among selection criteria, with vocabulary percentage and course objectives also ranked. → Zhafarghandi et al. 2014

Evidence¶

Zhafarghandi et al. 2014¶

Amir Mahdavi Zhafarghandi, Behzad Barekat, & Sepideh Homaei. (2014). A Survey of Iranian EFL Teachers' and Learners' Perceptions Toward Authentic Listening Materials at University Level. Advances in Language and Literary Studies, 5(4). https://doi.org/10.7575/aiac.alls.v.5n.4p.184

q2 · i? · associational · r1

Table 7 survey of 30 teachers on selection criteria for authentic listening materials; ranking reported descriptively in the Discussion. Length, grammatical complexity, and text type were also ranked lower.

"the teachers indicated that language level was the first, the students' interests the second and their needs the third. Moreover, the teachers ranked the percentage of new vocabulary fourth and course objectives fifth in deciding upon texts to use."

Discussion¶

Related Claims¶

• Iranian EFL teachers hold positive attitudes toward using authentic listening materials and report enhanced listening comprehension relative to simplified materials — related
• Iranian EFL learners at pre-intermediate proficiency level hold positive attitudes toward authentic listening materials — related
• Teachers most prefer taped short stories and novels, cartoons, TV, and songs as authentic listening material types — related