![]() ![]() Sociopragmatic competence has widely been discussed and examined in second language (L2) classrooms. This paper will look at the current research in second language listening and examine the challenges faced in using this this research to develop interactive technology-based materials. In order to do this teachers need to better understand the types of skills that students need to become better listeners and to find activities that allow students to practice these skills in the language classroom. It is, therefore, important that teachers and course coordinators plan their academic listening class in a way that gives students the opportunity to become familiar with all of the skills necessary for them to become good listeners. ![]() This is an important topic because, in the EFL curriculum, listening is one of the least understood skills and the most challenging to design and create materials for. It looks at the theoretical rationale behind creating listening activities and discusses how to create materials that allow students to become more engage in the listening process. This paper examines how teachers can develop and use interactive materials to facilitate student engagement in the academic listening classroom. The overall contribution of the article is to build on a pedagogical framework for incorporating sociopragmatic dimensions into EAL listening pedagogy. To fill these voids, this article highlights six central issues, including (1) the unpacking of what sociopragmatic competence means to provide the reader with theoretical positioning of the term (2) the use of videos as a mediating tool for promoting sociopragmatic competence in the EAL listening classroom (3) some criteria for selecting spoken texts for EAL listening materials (4) different sociopragmatically-oriented listening tasks (5) some evidence on the use of the tasks in the actual classroom, and (6) implications for EAL listening pedagogy in Asia and beyond. However, this competence is underrepresented in the English as an additional language (EAL) listening classroom, and there is little discussion on how sociopragmatic competence should be addressed in this context. ![]() Brett (1997) uttered that a multimedia listening environment including videos and audios in combination with text offers learners more effective listening comprehension and performance than either audios or videos only. The internet actually can provide multimedia input including visual support, such as texts, captions, illustrations, photographs, etc., while CDs and tapes provide only audio input. Teachers have the opportunities to maximize the use of internet sources including TED and YouTube for the students. Today, with the advancement in technology, gaining teaching materials of extensive listening is relatively easy for the teachers. Therefore, such teaching materials designed in extensive listening activities should consider the students" cognitive levels. ![]() In addition, selecting teaching materials for EL should be based on the principle of extensive listening, namely "listening for pleasure". They should be encouraged the students to feel comfortable with exposure to English and to feel in control of their independent learning experience in extensive listening. To teach extensive listening, teachers should be able to provide an attracting environment. Teaching Extensive Listening (hereafter, EL) has been considered as a pivotal language teaching component, notably English in terms of the enhancement of their linguistic competence and motivation to learn a foreign language. Although the potential for mobile learning is huge, few studies have been conducted on mobile usability. The use of mobile technology has been going through a period of rapid growth. ![]()
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