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Description
This study investigates how fast-rate listening practice influences Japanese EFL learners’ speed adaptation, confidence, and perception. Learners were trained with time-compressed speech, then heard the same passage at normal speed, which sounded slower and may have strengthened their sense of progress. Post-training surveys showed high perceived gains in adaptation to faster speech. Although transfer to authentic materials (film / YouTube) was limited, the survey suggested that fast-rate listening practice can foster student confidence and motivation.
Abstract section 1: Relevance
Many Japanese EFL learners struggle with fast spoken English, so teachers need practical classroom methods to improve learners’ processing ease. Maruyama et al. (2018) reported brain changes and improvements in performance on training tasks after four weeks of fast-rate listening practice, but no clear evidence of transfer to broader second-language skills. Most fast-rate listening studies focus on comprehension, rate adaptation, and perceptual learning, while learners’ satisfaction and confidence receive less attention. Because fast-rate listening practice can quickly make normal speech feel slower and easier, it may boost self-efficacy and motivation.
Abstract section 2: Contribution/research questions
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To what extent does fast-rate listening practice enhance learners’ perceived adaptation to rapid speech?
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Do subjective perceptual changes influence learners’ self-efficacy and motivation?
Abstract section 3: Content/method
An eight-week study was conducted with 20 intermediate-to-advanced students at a Japanese vocational school. Students first listened to a short narration or a conversation from the TOEIC listening test, then studied its content and key pronunciation features. They then listened to the same audio twice at 1.4× speed, followed by normal-speed replay for comparison. Overall listening ability was measured with TOEIC listening tests, while changes in listening self-efficacy and motivation were examined using questionnaires.
Abstract section 4: Outcomes/results
Post-course questionnaires and comments reported many immediate perceptual changes after fast-rate listening in class. Normal-speed speech felt slower and listening became easier. However, students did not gain strong confidence in transferring these gains to faster real-world English. Although mean TOEIC Listening scores showed a significant gain, the evidence was not sufficient to identify score gains as the effect of fast-rate listening training alone. The questionnaire indicated that learners viewed the fast-rate listening practice positively and increased motivation, suggesting that rapid adaptation in class may strengthen learners’ perceived effectiveness and satisfaction.
Abstract section 5: References
Banai, K., & Lavner, Y. (2012). Perceptual learning of time-compressed speech: More than rapid adaptation. PLoS ONE, 7(10), e47099.
Field, J. (2008). Listening in the language classroom. Cambridge University Press.
Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385–390.
Kajiura, M. (2016). Enhancing the processing speed of L2 speech: The effect of practice using faster rate (compressed) speech and transcript reading on listening proficiency. JACET Journal, 60, 117–135.
Kajiura, M., Smith, A., & Kinoshita, T. (2025). Deferred multimodal input enhances L2 listening and fast-speech adaptation: A predictive coding perspective. System, 135, 103852.
Maruyama, T., Takeuchi, H., Taki, Y., Motoki, K., Jeong, H., Kotozaki, Y., ... Kawashima, R. (2018). Effects of time-compressed speech training on multiple functional and structural neural mechanisms involving the left superior temporal gyrus. Neural Plasticity, 2018(1), Article 6574178.
Pallier, C., Sebastián-Gallés, N., Dupoux, E., Christophe, A., & Mehler, J. (1998). Perceptual adjustment to time-compressed speech: A cross-linguistic study. Memory & Cognition, 26(4), 844–851.
Rost, M. (2013). Teaching and researching listening. Routledge.
Wright, B. A., & Sabin, A. T. (2007). Perceptual learning: How much daily training is enough? Experimental Brain Research, 180(4), 727–736.
| Title | Perceived Changes After Fast-Rate Listening Practice |
|---|---|
| Teaching Context | College and university education |