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The effects of journal keeping on college students’ English listening comprehension

This study aims to explore the effects of journal keeping on college students’ English listening comprehension. Forty-nine college students who took a course, “Listening comprehension for beginners,” participated in this study and kept a diary (it was called “listening journal” in this course) once a week after class for a semester. In order to compensate methodological problems of diary study, both quantitative and qualitative methods were used for the analysis of the study. In the quantitative analysis of the pre- and post-tests, students showed statistically significant increase in the post listening test. There was no significant difference between the quality of diary and the improvement of listening ability. In the qualitative analysis, learners’ listening journals revealed that students could promote awareness of pronunciation, liaison, contractions and pitfalls related to pronunciation and vocabulary by keeping the listening journal. Listening journal can provide teachers and researchers with important missing pieces in the English teaching of listening - pieces which may not be fully accessible by any other quantitative means.