ERIC Number: ED351721
Record Type: RIE
Publication Date: 1992-May
Reference Count: N/A
Listening Instruction: A Qualitative Meta-Analysis of Twenty-Four Selected Studies.
DeWitt-Brinks, Dawn; Rhodes, Steven C.
A study used qualitative meta-analysis to examine a set of empirical studies concerned with listening instruction. Twenty-four studies (subjects were all ages) published in communication-related journals between 1950 and 1989 were analyzed. Analysis of the papers showed conflicting results, producing no clear findings as to whether listening can or cannot be taught. Results showed that the numerous techniques for teaching listening analyzed in the studies could be placed in three categories: indirect approach, direct/traditional approach, and direct/programmed approach. Conflicting results regarding the effectiveness of each may indicate that the method of instruction alone is not the determining factor when listening instruction is successful. The incentive to internalize instruction and increase listening ability may be an important additional factor. Results also showed no clear pattern regarding length of listening instruction, though more positive results were found for studies with longer periods of instruction than for shorter ones. Method of testing may have contributed to the contradictory results of the studies. Age level appeared to have no impact on the effectiveness of listening instruction. Findings suggest that one explanation which may account for the conflicting results found in the study is that listening is a multidimensional phenomena. Each of the studies may have been teaching and testing a different subskill of listening. (Two tables of data are included and 48 references are attached.) (SR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Listening Research
Note: Paper presented at the Annual Meeting of the International Communication Association (42nd, Miami, FL, May 20-25, 1992). Tables may not all be completely legible.