Self-Directed Internet-Based Extensive Listening Portfolios

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Nathan Ducker, Ritsumeikan Asia Pacific University


To successfully learn a language, lots of language input is necessary. However, Japanese university students have limited class hours, in which teachers need to balance many activities, such as communication practice, grammar explanations, and feedback. This paper reports on one teacher’s efforts to give students enough input through extensive listening portfolios that were used as homework for 2 semesters. The portfolio utilizes materials widely available on the Internet to primarily focus on extensive listening while giving opportunities for form-focused practice, output, and negotiated interaction. I describe student reactions to the portfolios, teacher observations about the success of the portfolios, subsequent adjustments to the portfolios, and recommendations for further improvements to the portfolios.