Real Time Monitoring of Listening Comprehension in English Medium Instruction

This project investigates university student listening in English Medium Instruction (EMI) lectures using a Complex Dynamic Systems Theory (CDST) approach. CDST recognizes that comprehension is individualized, adaptable, and constantly changing.

Yet, listening comprehension, particularly in a second language (L2), has traditionally been viewed as a static construct, measured through post-tests.

This static view restricts the ability to examine specific aspects of lectures that impact each student’s comprehension, thereby limiting knowledge of real-time listening challenges and the delivery of student-friendly EMI lectures.

To address this gap, the study measures real-time comprehension during lectures using an original foot pedal device which collects moment-to-moment (non)comprehension, along with post-tests and stimulated recall interviews to monitor learning, categorize types of listening problems, identify listening strategies, and explain periods of (non)comprehension.The study aims to investigate (1) the extent to which students comprehend EMI lectures, (2) the lecture comprehension difficulties students encounter, and (3) whether and how students overcome these difficulties.

Additionally, the study considers independent variables of students’ first language, English proficiency, and gender to explore individual differences and group similarities. Findings contribute to L2 listening instruction, EMI lecture preparation, and advancement of language learning theory.