Perspectives on Study abroad Students through Passing FCE Test: Listening Problems

Ilona Kostikova (), Liudmyla Holubnycha (), Svitlana Miasoiedova (), Tetiana Moroz (), Anastasiia Ptushka () and Iryna Avdieienko ()
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Ilona Kostikova: H. S. Skovoroda Kharkiv National Pedagogical University
Liudmyla Holubnycha: Dr. Sc, Ph D, Full Professor, Department of Foreign Languages # 3, Yaroslav Mudryi National Law University, Kharkiv, Ukraine
Svitlana Miasoiedova: Ph D, Associate Professor, Department of Foreign Languages # 3, Yaroslav Mudryi National Law University, Kharkiv, Ukraine
Tetiana Moroz: Ph D, Associate Professor, Department of Foreign Languages # 1, Yaroslav Mudryi National Law University, Kharkiv, Ukraine
Anastasiia Ptushka: Ph D, Associate Professor, Department of Foreign Language Teaching Methods and Practice, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine
Iryna Avdieienko: Ph D, Associate Professor, Department of the English Language, V. N. Karazin Kharkiv National University, Kharkiv, Ukraine

Revista romaneasca pentru educatie multidimensionala - Journal for Multidimensional Education, 2020, vol. 12, issue 1, 120-134

Abstract: The recent globalization processes have created the new opportunities for young people‟s international mobility making educational migration the major trend of our time. One common way to confirm an English-level qualification is to obtain a certificate in an international examination, e.g. Cambridge ESOL exams, which are intended to test comprehensively all language skills. One aspect that due to its complexity and even ambiguity deserves to become an object of thorough consideration and detailed analysis is the problem of reaching desired level of student‟s proficiency in foreign language listening. This article presents a research that offers perspective on the problems of developing students‟ listening. Thus, the purpose of the article is to research the interaction between the improvement of students‟ listening comprehension skills in comparison with the advance of other academic competences and to offer the ways of the intensification of listening ability development. Among the research methods, following have been used: the students‟ progress in developing five language competences (Listening, Writing, Speaking, Reading and Use of English) was measured by testing (oral and written), observation, discussion; statistical methods (Student‟s t-test) helped to evaluate the results of the experiment. In total, 90 University students in 2017/19 took part in this study. As our experiment has demonstrated, listening competence is less ready to progress compared with other component of the English language competence (Speaking, Reading and Use of English) surpassed only by Writing. It is found that the present investigation opens the perspectives for further researches.

Keywords: language skills; language competence; listening comprehension; Cambridge ESOL exams; students (search for similar items in EconPapers)
JEL-codes: A23 (search for similar items in EconPapers)
Date: 2020
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:lum:rev1rl:v:12:y:2020:i:1:p:120-134

DOI: 10.18662/rrem/203

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