The relationship between listening proficiency and speaking improvement in higher education: Considerations in assessing speaking and listening

Abstract

The present study examines the outcomes of having recourse to Listening skill as support to improve oral skills in English language teaching. In this context, data from 120 students at a specific higher education institution was analyzed; 60 of whom were provided with totally Listening-focused instruction and activities, while a separate group of 60 students receiving normal institutional English teaching. A comparative analysis of pre- and post-test rubric labels and scores indicates a close link between Listening proficiency and a slight improvement in functional and interactive oral sub-skills. The results of this study have implications for defining the foundations of future research in English teaching methodologies and strategies, and the second language assessment process for Speaking and Listening skills.