LISTEN-IN: A Micro Language Planning Programme to Enhance Listening Proficiency for SPM 1119/4

Nur Atiqa binti Ismail and Lee Huan Yik
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Nur Atiqa binti Ismail: University Technology Malaysia
Lee Huan Yik: University Technology Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 25, 62-67

Abstract: LISTEN-IN is a micro-level language planning program that has a specific intent to connect Malaysia’s Common European Framework of Reference for Languages (CEFR) reforms, and an ongoing problem of students’ listening proficiency in the SPM 1119/4 English assessment. Built on research about digital media and context-sensitive interventions, LISTEN-IN is based on findings that the conventional listening pedagogy does not ready students cognitively-threatened, high-stakes assessments. Based on the research surrounding language planning (Cooper, 1989; Kaplan & Baldauf, 1997), and this researcher’s own knowledge of SLA theory (Krashen, Anderson, Vygotsky), it is a six-week program that combines CEFR-aligned tasks, digital content, and strategical instruction that combines CEFR-aligned tasks and selected digital micro-content and focused strategy instruction. The program incorporates acquisition, corpus, and prestige planning for Malaysia’s diversity. Additionally, the program will also use bilingual scaffolding, differentiated learning experiences, and culturally appropriate materials to embrace the socioeconomic diversity of Malaysia. Mixed-methods evaluation, drawing on Kirkpatrick’s Four Levels, will also track learner development and program success. Initial pilot data indicates there will be 12–14% improvement in listening comprehension, student involvement and confidence will improve, and reduction in teacher preparation time. The program aim is to adapt global best-practice approaches to digital micro-learning and listening pedagogy to approach macro-level policy to equitable classroom practices and enhance learners’ ability to interact with real-world English audio.

Date: 2025
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