Based on theories and practices developed by Pimsleur (2013), Hoge (2014), and Delong (2017), the Relaxing Listening Program (RLP) provides an innovative learning opportunity to enhance L2 learners’ vocabulary acquisition and the development of their listening and speaking skills with the aim to reduce anxiety in the learning process. This research study examines how postsecondary L2 learners in an intensive English program at an American university responded to the RLP and explores its effect on their listening comprehension and other targeted language skills. Though repetitive listening is still open to debate regarding its practice and impact on language learning, this study showed that it can help improve listening comprehension and the development of speaking skills. The study also draws interesting relations between students’ needs, abilities, emotions, motivation, and satisfaction. Keywords: repetitive listening, listening comprehension, speaking, motivation, satisfaction, language learning anxiety.
Sarah Henderson Lee
Date of Degree
Master of Arts (MA)
Program of Study
Humanities and Social Sciences
Vu, Thanh Ha. (2023). Participation in the Relaxing Listening Program: Postsecondary L2 Learner Responses and Effects on Listening Comprehension [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1398/
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