Meeting the challenges of decoding training in English as a foreign/second language listening education: current status and opportunities for technology-assisted decoding training

Abstract

Decoding training is an approach to teaching listening skills to help learners develop the ability to recognize individual words from speech. Although it has been historically underemphasized, recent empirical studies have pointed to its potential value in listening education. However, instructors and students generally face certain challenges when developing decoding skills. In this study, we used a meta-synthesis approach to examine all available empirical studies and identify five main challenges in decoding training: (a) insufficient time and practice, (b) student disengagement, (c) cognitive overload, (d) undifferentiated learning, and (e) ineffective feedback. We also discuss how technology was used in these studies to address these challenges. Finally, we identify several gaps in technology-assisted decoding training and offer recommendations for future research.

Keywords:

• Decoding training
• technology-assisted language learning
• English as a foreign language
• English listening education

Notes on Contributors

Chengyuan Jia is a PhD student at the Faculty of Education, the University of Hong Kong. Her research interests lie in technology assisted language learning and online learning.

Khe Foon Hew is an associate professor at the Faculty of Education, the University of Hong Kong. His work has two main basic research foci: (a) To understand how and why people communicate online (e.g. social media, mobile instant messaging), and (b) To understand what engages people to learn in online/blended learning environments. Some of his recent work focuses on gamification, and flipped learning. He has published widely in academic and professional journals.

Disclosure statement

The authors declare no conflict of interest regarding the research reported in this paper.