Speaker
Abstract section 3: Content/method
Participants will begin with a short schema activation task using visual prompts to generate predictions. A listening text will then be presented in carefully segmented units, each followed by focused micro-questions and guided note consolidation. After progressive chunk processing, attendees will complete a global comprehension task and discuss implementation considerations. The presenter will model pacing, scaffolding techniques, and adaptation strategies for varied classroom contexts.
Abstract section 4: Outcomes/results
By the end of the workshop, participants will be able to structure listening lessons using staged chunking techniques, design focused micro-processing questions that reduce cognitive overload, and guide learners in progressive note consolidation. Attendees will receive a replicable lesson sequence and adaptable task templates suitable for secondary and tertiary EFL classrooms. The session equips teachers with practical strategies that reposition listening instruction from passive comprehension checking to active, scaffolded processing.
Abstract section 5: References
Field, J. (2010). Listening in the language classroom. ELT journal, 64(3), 331-333.
Vandergrift, L., & Goh, C. C. M. (2012). Teaching and learning second language listening: Metacognition in action (Vol. 12). New York: Routledge.
Abstract section 1: Relevance
Listening pedagogy in many EFL classrooms continues to prioritize outcome measurement over process support, leaving learners to manage extended input with limited scaffolding. Research emphasizes schema activation, strategic processing, and cognitive load management as essential to effective listening development (Field, 2008; Vandergrift & Goh, 2012). Yet teachers are often provided with few structured procedures for implementing these principles in everyday lessons. This presentation responds to this practical need by introducing a structured chunk-based approach that translates established theory into clear, replicable instructional stages for mixed EFL contexts.
Abstract section 2: Contribution/research questions
This practice-oriented session introduces a structured chunk-based approach that supports progressive listening development. Its purpose is to demonstrate how intentional input segmentation, guided micro-processing, and staged note consolidation can scaffold comprehension during extended listening tasks. Participants will be shown a clear, adaptable instructional sequence suitable for different proficiency levels and listening contexts.
| Title | Teaching Listening Through Structured Chunking |
|---|---|
| Teaching Context | College and university education |