hig.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Student's second-language grade may depend on classroom listening position
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering. Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden; Department of Education, Health and Social Science, University of Dalarna, Falun, Sweden. (Miljöpsykologi)
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering. Linnaeus Centre HEAD, Swedish Institute for Disability Research, Linköping University, Linköping, Sweden. (Miljöpsykologi)ORCID iD: 0000-0002-7584-2275
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering. (Miljöpsykologi)
University of Gävle, Faculty of Engineering and Sustainable Development, Department of Building, Energy and Environmental Engineering.
Show others and affiliations
2016 (English)In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 11, no 6, e0156533Article in journal (Refereed) Published
Abstract [en]

The purpose of this experiment was to explore whether listening positions (close or distant location from the sound source) in the classroom, and classroom reverberation, influence students’ score on a test for second-language (L2) listening comprehension (i.e., comprehension of English in Swedish speaking participants). The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 125 high school pupils, 15 years old, participated. Listening position was manipulated within subjects, classroom reverberation between subjects. The results showed that L2 listening comprehension decreased as distance from the sound source increased. The effect of reverberation was qualified by the participants’ baseline L2 proficiency. A shorter reverberation was beneficial to participants with high L2 proficiency, while the opposite pattern was found among the participants with low L2 proficiency. The results indicate that listening comprehension scores—and hence students’ grade in English—may depend on students’ classroom listening position.

Place, publisher, year, edition, pages
2016. Vol. 11, no 6, e0156533
Keyword [en]
adolescent, comprehension, high school, human, human experiment, language, sound, speech, student
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:hig:diva-21515DOI: 10.1371/journal.pone.0156533ISI: 000377824800016PubMedID: 27295546ScopusID: 2-s2.0-84976293629OAI: oai:DiVA.org:hig-21515DiVA: diva2:930373
Funder
Swedish Research Council, A0204201Swedish Research Council Formas, 242-2010-1006
Available from: 2016-05-23 Created: 2016-05-23 Last updated: 2016-08-16Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textPubMedScopus

Search in DiVA

By author/editor
Hurtig, AndersSörqvist, PatrikLjung, RobertHygge, Staffan
By organisation
Department of Building, Energy and Environmental Engineering
In the same journal
PLoS ONE
Psychology (excluding Applied Psychology)

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 224 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf